(Montana State University - Bozeman, College of Letters & Science, 2007) Klauk, Erin Elizabeth; Chairperson, Graduate Committee: David W. Mogk
This study explored the use of web-based learning by introductory Earth science students (n = 269) to develop an understanding of how students learn in this environment. This was done in two stages. First, the design, development and testing of an online teaching resource about the impacts of uranium mining on the Navajo Nation (http://serc.carleton.edu/research_education/nativelands/navajo/index.html) was done using best practices in web design and a series of usability studies. Second, the effectiveness of this website as a learning tool was evaluated by engaging students in two instructional activities (jigsaw, Tewksbury, 1995; role playing, Teed, 2005) to measure learning outcomes in this digital environment. Data about the students, including assessment of learning style preferences, were collected, and student learning was measured by pre- and post-tests, observation logs and final exam questions. Research questions this study addressed include: (1) Do students effectively use this site to learn about the impacts of uranium mining on the Navajo Nation using an Earth system science approach?
