Demonstrating the Value of Education Through Exploration as a Theory of Digital Design
Abstract
We present results from two online college courses - HabWorlds and BioBeyond - that teach introductory science using astrobiology as motivation, according to a new theory of digital learning design that we call "education through exploration" (ETX). ETX design, building on the research-based practices of active learning and guided inquiry, aims to engage and encourage curiosity and to promote higher order thinking skills, in addition to content mastery. Students solve problems and actively discover relationships, supported by an intelligent tutoring system which provides immediate feedback and scaffolds scientific thinking and methods. Here we report the first comparative evidence of the effectiveness of ETX designs. A historical comparative study of HabWorlds was conducted at a community college where two instructors used it to replace an existing introductory astronomy course. Data from five Habitable Worlds and three BAU sections (300 students) show that course grades shifted significantly towards A and B (p = .009). A similar study at a second community college found comparable results for BioBeyond. Here, a single instructor taught introductory biology with and without BioBeyond, totalling five and two sections, respectively (>200 students). Grades on exams using a consistent question pool showed a significant increase in A's and B's when BioBeyond was used (p < .001). In addition to these single-site studies, multi-site data for BioBeyond show improved student outcomes over business as usual (BAU) equivalents. We compared student grades in introductory biology courses using BioBeyond, either as a complete course replacement or as a course supplement in a hybrid or flipped-classroom model, and BAU courses at each institution. A regression analysis controlled for potentially confounding variables, such as cumulative GPA, part-time/full-time status, gender, or race/ethnicity. BioBeyond was associated with a statistically significant positive predictive effect on grades at three of the four schools. The effect at these three schools ranged from +0.26 to +0.46 grade units (0-4.3 scale). Evidence of positive outcomes from two separate courses across multiple colleges and universities is a promising first step. The value of ETX design in promoting higher order thinking is a focus of ongoing study.
- Publication:
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AGU Fall Meeting Abstracts
- Pub Date:
- December 2017
- Bibcode:
- 2017AGUFMED41B0275A
- Keywords:
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- 0815 Informal education;
- EDUCATION;
- 0820 Curriculum and laboratory design;
- EDUCATION;
- 0840 Evaluation and assessment;
- EDUCATION;
- 0845 Instructional tools;
- EDUCATION