Abstract

Following the growth of online, higher-education courses, academic institutions are now offering fully online degree programs. Yet it is not clear how students who enroll in fully online degree programs are similar to those students who enroll in in-person (“traditional”) degree programs. Because previous work has shown students’ attitudes toward science can affect their performance in a course, it is valuable to ask how attitudes toward science differ between these two populations. We studied students who completed a fully online astrobiology course. In an analysis of 451 student responses to the Classroom Undergraduate Research Experience survey, we found online program students began the course with a higher scientific sophistication and a higher sense of personal value of science than those in traditional programs. Precourse attitudes also showed some predictive power of course grades among online students, but not for traditional students. Given established relationships between feelings of personal value, intrinsic motivation, and, in turn, traits such as persistence, our results suggest that open-ended or exploration-based learning may be more engaging to online program students due to their pre-existing attitudes. The converse may also be true, that certain pre-existing attitudes among online program students are more detrimental than they are for traditional program students.

Original languageEnglish (US)
Article numberar60
JournalCBE Life Sciences Education
Volume16
Issue number4
DOIs
StatePublished - Dec 1 2017

Fingerprint

Students
human being
science
student
Exobiology
Astrobiology
intrinsic motivation
persistence
Motivation
Emotions
Education
Learning
classroom
Growth
Research
Population
learning
performance
Values
education

ASJC Scopus subject areas

  • Education
  • Biochemistry, Genetics and Molecular Biology(all)

Cite this

Students in fully online programs report more positive attitudes toward science than students in traditional, in-person programs. / Perera, Viranga; Mead, Chris; Buxner, Sanlyn; Lopatto, David; Horodyskyj, Lev; Semken, Steven; Anbar, Ariel.

In: CBE Life Sciences Education, Vol. 16, No. 4, ar60, 01.12.2017.

Research output: Contribution to journalArticle

@article{70dd53f8081a4c2a89323795f111f6ac,
title = "Students in fully online programs report more positive attitudes toward science than students in traditional, in-person programs",
abstract = "Following the growth of online, higher-education courses, academic institutions are now offering fully online degree programs. Yet it is not clear how students who enroll in fully online degree programs are similar to those students who enroll in in-person (“traditional”) degree programs. Because previous work has shown students’ attitudes toward science can affect their performance in a course, it is valuable to ask how attitudes toward science differ between these two populations. We studied students who completed a fully online astrobiology course. In an analysis of 451 student responses to the Classroom Undergraduate Research Experience survey, we found online program students began the course with a higher scientific sophistication and a higher sense of personal value of science than those in traditional programs. Precourse attitudes also showed some predictive power of course grades among online students, but not for traditional students. Given established relationships between feelings of personal value, intrinsic motivation, and, in turn, traits such as persistence, our results suggest that open-ended or exploration-based learning may be more engaging to online program students due to their pre-existing attitudes. The converse may also be true, that certain pre-existing attitudes among online program students are more detrimental than they are for traditional program students.",
author = "Viranga Perera and Chris Mead and Sanlyn Buxner and David Lopatto and Lev Horodyskyj and Steven Semken and Ariel Anbar",
year = "2017",
month = "12",
day = "1",
doi = "10.1187/cbe.16-11-0316",
language = "English (US)",
volume = "16",
journal = "CBE Life Sciences Education",
issn = "1931-7913",
publisher = "American Society for Cell Biology",
number = "4",

}

TY - JOUR

T1 - Students in fully online programs report more positive attitudes toward science than students in traditional, in-person programs

AU - Perera, Viranga

AU - Mead, Chris

AU - Buxner, Sanlyn

AU - Lopatto, David

AU - Horodyskyj, Lev

AU - Semken, Steven

AU - Anbar, Ariel

PY - 2017/12/1

Y1 - 2017/12/1

N2 - Following the growth of online, higher-education courses, academic institutions are now offering fully online degree programs. Yet it is not clear how students who enroll in fully online degree programs are similar to those students who enroll in in-person (“traditional”) degree programs. Because previous work has shown students’ attitudes toward science can affect their performance in a course, it is valuable to ask how attitudes toward science differ between these two populations. We studied students who completed a fully online astrobiology course. In an analysis of 451 student responses to the Classroom Undergraduate Research Experience survey, we found online program students began the course with a higher scientific sophistication and a higher sense of personal value of science than those in traditional programs. Precourse attitudes also showed some predictive power of course grades among online students, but not for traditional students. Given established relationships between feelings of personal value, intrinsic motivation, and, in turn, traits such as persistence, our results suggest that open-ended or exploration-based learning may be more engaging to online program students due to their pre-existing attitudes. The converse may also be true, that certain pre-existing attitudes among online program students are more detrimental than they are for traditional program students.

AB - Following the growth of online, higher-education courses, academic institutions are now offering fully online degree programs. Yet it is not clear how students who enroll in fully online degree programs are similar to those students who enroll in in-person (“traditional”) degree programs. Because previous work has shown students’ attitudes toward science can affect their performance in a course, it is valuable to ask how attitudes toward science differ between these two populations. We studied students who completed a fully online astrobiology course. In an analysis of 451 student responses to the Classroom Undergraduate Research Experience survey, we found online program students began the course with a higher scientific sophistication and a higher sense of personal value of science than those in traditional programs. Precourse attitudes also showed some predictive power of course grades among online students, but not for traditional students. Given established relationships between feelings of personal value, intrinsic motivation, and, in turn, traits such as persistence, our results suggest that open-ended or exploration-based learning may be more engaging to online program students due to their pre-existing attitudes. The converse may also be true, that certain pre-existing attitudes among online program students are more detrimental than they are for traditional program students.

UR - http://www.scopus.com/inward/record.url?scp=85035030015&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85035030015&partnerID=8YFLogxK

U2 - 10.1187/cbe.16-11-0316

DO - 10.1187/cbe.16-11-0316

M3 - Article

C2 - 29146666

AN - SCOPUS:85035030015

VL - 16

JO - CBE Life Sciences Education

JF - CBE Life Sciences Education

SN - 1931-7913

IS - 4

M1 - ar60

ER -