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首页> 外文期刊>Natural Sciences Education >Student Learning and Instructor Investment in Online and Face-to-Face Natural Resources CoursesPublisher American Society of Agronomy. 5585 Guilford Road, Madison, WI 53711. Tel: 608-273-8080; Fax: 608-273-2021; Web site: https://www.agronomy.org/publicationssePage Count 10
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Student Learning and Instructor Investment in Online and Face-to-Face Natural Resources CoursesPublisher American Society of Agronomy. 5585 Guilford Road, Madison, WI 53711. Tel: 608-273-8080; Fax: 608-273-2021; Web site: https://www.agronomy.org/publicationssePage Count 10

机译：在线学习和面对面自然资源课程的学生学习和教师投资。出版者：美国农学学会。威斯康星州麦迪逊市5585 Guilford Road，威斯康星州53711.电话：608-273-8080;传真：608-273-2021;网站：https://www.agronomy.org/publicationssePage Count 10

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Substantial growth in online education in the United States has prompted questions on the levels of student learning and satisfaction achieved and the amount of instructor time investment required in the online environment compared to the face-to-face (F2F) environment. To date, very few have studied these measurements in science courses, and none of these studies has involved applied natural resources courses. A pseudoexperiment was conducted to determine whether differences in student learning outcomes and satisfaction and instructor investment existed for two introductory undergraduate wildlife and fisheries sciences courses (WL 220 and WL 230) taught online and F2F by the same instructor and determined what potential factors may explain those differences. Results of this study were mixed. The overall grade distributions were similar between the two environments of the same course. However, significant differences were noted in performance among Bloom's taxonomic groups between the online and F2F sections of WL 220 but not in the WL 230 course. Further, there were no differences in course satisfaction between the two environments in the WL 230 course, but the online WL 220 section students reported lower levels of satisfaction than the F2F students in the same course. Finally, the instructor spent significantly more time per student in the online WL 230 section compared to the F2F section, but no such differences were noted for the WL 220 course. Some inherent differences in the student populations of each course and section and the characteristics of the courses themselves may explain the differences observed above. (Contains 7 tables and 5 figures.) (As Provided)Access Rights No
机译：与面对面（F2F）环境相比，美国在线教育的大幅增长促使人们对学生的学习水平和满意度以及在线环境所需的教员时间投入量提出了疑问。迄今为止，很少有人在科学课程中研究过这些测量方法，而且这些研究都没有涉及应用自然资源课程。进行了一次伪实验，以确定由同一位教师在线教授和F2F的两门野生野生生物和渔业科学入门课程（WL 220和WL 230）是否存在学生学习成果，满意度和教师投资方面的差异，并确定了哪些潜在因素可以解释这些差异差异。这项研究的结果好坏参半。同一课程的两个环境之间的总体成绩分布相似。但是，在WL 220的在线部分和F2F部分之间，Bloom的分类组之间的性能存在显着差异，而在WL 230课程中却没有。此外，WL 230课程的两种环境之间的课程满意度没有差异，但是在线WL 220部分的学生报告的满意度要比同一课程的F2F学生低。最后，与F2F部分相比，讲师在在线WL 230部分中为每个学生花费的时间明显更多，但是WL 220课程没有注意到此类差异。每个课程和部分的学生人数和课程本身的特征之间的某些内在差异可能解释了上面观察到的差异。 （包含7个表和5个数字。）（提供）访问权限否

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