Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item The impact of online discussion on capstone quality of STEM educators(Montana State University - Bozeman, College of Letters & Science, 2016) Duncan, Audrey Elizabeth; Chairperson, Graduate Committee: Walter WoolbaughDue to the advent of online education and professional credentialing, this action research study investigates the impact of online discussion on capstone quality produced by twenty graduated students of the Montana State University MSSE program in Fall 2015. Individuals' online posts and capstones were assessed and analyzed for correlation. Student attitudes and factors influencing online discussion were also investigated via online surveys and personal interviews. Quantitative results show there is correlation between online discussion post quality and capstone quality. Common factors influencing online discussion behavior surround lack of a mobile D2L platform, ability to do topical searches, social network features, Internet connectivity and perception of low-quality conversation of peers. The knowledge gained in this project illuminates the path through which better online learning and discussion platforms may be crafted and utilized in K-12, post-secondary and professional institutions.Item Science for real life : the use of case studies and online discussions in high school anatomy and physiology(Montana State University - Bozeman, Graduate School, 2015) Markham, Jennifer Nicole; Chairperson, Graduate Committee: Peggy Taylor.Students in post-secondary health care programs often utilize case studies as a mechanism for learning and reinforcing content. In addition, students are increasingly taking courses online. Therefore, an action research-based project was undertaken in a high school anatomy and physiology course to identify the impact of case studies and online discussions on content acquisition, student interest and engagement. Two treatment methods were employed across three separate sections of grade twelve anatomy and physiology classes. One treatment included the implementation of case studies entirely in class, while the second treatment duplicated the first treatment but included additional case analysis via online discussions outside of class time. The results suggest that students can acquire new content through the use of case studies and that students generally enjoy and find case studies to be an interesting learning method. In addition, while overall student perceptions of using online discussions were negative, overall student test scores across all three case studies were higher, on average, in the treatment group that included online discussions.Item The effects of online collaboration on student development of higher order thinking skills(Montana State University - Bozeman, Graduate School, 2011) Fritz, Brandon; Chairperson, Graduate Committee: Peggy Taylor.In this investigation online collaboration was used to see if improvement occurred in students' development of higher order thinking skills. Weekly scientific or environmental problems or discoveries were posted on a blog and students were asked to collaborate in groups to devise solutions on a wiki page. Discussion posts, student surveys and student interviews were analyzed to see the change in higher order thinking skill development. Results revealed online discussions encouraged the development of higher order thinking skills. When given the opportunity and time, students' examining others' comments encouraged the practice and development of thinking skills of analyzing and evaluating.