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Integrating universal design for learning in online math education: the Desmos experience
(Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Wiehe, Blake Skyler; Chairperson, Graduate Committee: Nick Lux
The Universal Design for Learning (UDL) framework is a modern neuroscientific approach to creating learning experiences that are highly accessible and engaging for all students. Despite the growing evidence supporting the theory of UDL, the literature significantly lacks examples of the practical application of UDL principles in curricular resources. This study was designed to investigate an online math learning platform that claims to be developed according to the UDL Guidelines. The purpose of this study is to illustrate the practical application of various UDL Guidelines within the Desmos middle school math platform. The UDL Guidelines served as the basis for this analysis, mapping the data collection and analysis according to the checkpoints that substantiate the nine UDL Guidelines. Through the analysis of six randomly chosen Desmos units from sixth through eighth grade, the results suggest that Desmos substantiates their claim to UDL-alignment through a host of interactive, customizable, and highly relevant learning experiences. The Desmos platform lacks certain features like layout customization, hyperlinked vocabulary support, and activation of background knowledge that could further bolster its alignment to the UDL Guidelines. However, the alignment examples discovered offer a window into UDL-aligned design thinking that can serve as inspiration for external curriculum developers and educators looking to create their own UDL learning experiences. This study was a pilot attempt at characterizing UDL design thinking found within an existing curriculum. Future studies analyzing other curricular resources for UDL alignment are warranted, along with further investigations into the impact of those platforms on student achievement.
Investigating working memory capacity in an online nature intervention
(Montana State University - Bozeman, College of Letters & Science, 2022) Charbonneau, Brooke Zauner; Chairperson, Graduate Committee: Keith A. Hutchison
Viewing natural stimuli has shown to have beneficial effects on cognition. However, for those in urban areas, nature may not be as accessible. An online intervention may allow them to receive such cognitive benefits. However, specific cognitive processes that may benefit from nature are still not well understood. This study aimed to investigate which cognitive processes could benefit from an online nature intervention. Two hundred and nineteen participants were recruited from Montana State University and completed two tasks that measured either Working Memory Capacity, attentional control, or memory. Within each task, 40 nature images and 40 urban images were randomly presented before each experimental block in the two tasks. Results revealed higher performance after viewing nature images compared to urban images across attentional control tasks but not for Working Memory Capacity or memory. When controlling for preference for natural settings and nature images, the effect became marginal for attentional control tasks. Exploratory analyses revealed that this effect of nature became nonsignificant when controlling across dimensions of fascination and mystery. These results indicate a small, but significant, benefit of viewing natural settings for attentional control, an essential component of Working Memory Capacity. Future research should investigate if benefits increase with longer or more comprehensive interaction with nature, individual differences in the degree of benefits nature can provide, and characteristics that natural settings possess which may increase attentional benefits.
Effects of using technology on student engagement and achievement in science
(Montana State University - Bozeman, College of Letters & Science, 2021) Stangeland, LeeAnn Renae; Chairperson, Graduate Committee: Greg Francis
In this investigation, an eighth grade Earth Science class was studied to determine whether using different technology applications would promote student engagement, interest, and improve student achievement. This particular class was lacking in engagement, interest, and achievement, so this was a great investigation to complete with them. This class completed three units without the technology applications, and three with the technology applications. Results revealed higher student test scores, interest, and engagement during the units using the added technology applications.
The effect of digital assessment in a high school chemistry classroom
(Montana State University - Bozeman, College of Letters & Science, 2020) Swen, Benjamin Jasper; Chairperson, Graduate Committee: Greg Francis
Today's students are being assessed in a multitude of formats compared to the traditional paper-format quizzes and tests. As digital formatting of mathematical and chemical symbols is difficult for students to complete in the chemistry setting, the use of calculation-based open response questions in digital assessments has diminished. The value of such written response questions remains a valuable tool for instructors as it provides assessment information on student understanding and their communication processes. The purpose of this research project was to determine if there was any significant difference in performance between paper and digital assessments. As well, a look at the student perception of performance and preference in format were evaluated. Students were given instruction on how to perform equivalent digital formatting for chemical and mathematical notation where possible. They were then given instruction in various units of study, and assessed using either paper or digital means. Grades on formative and summative assessments were compared to determine if a significant difference in performance existed for either format type. Student surveys were also administered to determine preference for either format of assessment. Student preference shifted slightly towards paper format due to the amount of effort required for input using digital means. During the learning phase, performance on formative assessments showed a significant difference in student results favoring paper assessments. Whereas assessment data from the summative learning assessments showed that the students learned the chemistry objectives with no significant difference using either format. Qualitative data collected suggested methods to change the online delivery method in the future to bridge the gap between performance and preference.
Phenomenon-driven inquiry and science teacher professional development
(Montana State University - Bozeman, College of Letters & Science, 2020) Mindelzun, Ariana Rachael; Chairperson, Graduate Committee: Greg Francis
The purpose of this Capstone Project was to understand how phenomenon-based inquiry affects teachers' practices. The study investigated if the use of phenomenon-based inquiry positively or negatively affected teachers' practices. It also asked how teachers feel about using phenomenon-based inquiry. The research followed three groups of online courses that consisted of educators learning more about the phenomenon-driven inquiry approach. The first study group consisted of students in a voluntary outreach course with Montana State University. The second and third study groups included graduate-level students in the MSSE course 501. The research compared the teachers' perceptions and experiences with phenomenon-driven inquiry and examined the effects this educational model had on their teaching and their students. The results indicated that teachers found the phenomenon-driven inquiry model helpful and effective in increasing student engagement.
The science writing heuristic in online education
(Montana State University - Bozeman, College of Letters & Science, 2020) Devine, Aaron Robert; Chairperson, Graduate Committee: Greg Francis
The author conducted a classroom research project to see whether instruction with the Science Writing Heuristic (SWH) in an online setting would increase evidence for critical thinking in the writing of his students. One unit was taught, and its final writing project was scored with a rubric that assessed critical thinking. Lab reports which were written before the SWH treatment unit was taught were also scored with the critical thinking rubric. Scores were compared and analyzed to ascertain whether the writing after the treatment showed an increase in critical thinking. The author found that there was a significant increase in scores after the treatment. The author concluded that, for a variety of reasons, the score on the final writing project was higher than the score on the previously written work. The author also asked whether using the SWH would increase student confidence in science class and gathered evidence by collecting and evaluating student work, interviewing students, and gathering survey results before and after the treatment. There was evidence that in several aspects of science class, student confidence was boosted. Finally, it was asked whether using the SWH would increase student enjoyment of science class. The same sources of information were used to evaluate whether this happened, and the results were inconclusive on this front.
Examining the experiences of teachers in online professional development: a teacher education twitter-based professional learning network
(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Nusbaum, Rebecca Mae; Chairperson, Graduate Committee: Carrie B. Myers and Nick Lux (co-chair)
Teacher Education Twitter-based Professional Learning Networks, commonly referred to as 'EdChats,' have increased rampantly in number and in reach over the past decade. Global, national, and local reforms tout EdChats as an effective learning platform and an innovative form of Professional Development, yet the EdChat trend is new enough that it has not developed research depth. EdChats provide a supplementary solution to traditional district-mandated auditorium Professional Development models. EdChat models often leverage social constructionist and constructivist learning paradigms in a highly accessible ubiquitous environment. Uniquely, EdChats seemingly highlight educators as self-directed learners who are seeking to curate their own learning trajectory to ultimately improve their practice. This qualitative study was framed from Garrison, Anderson and Archer's (2000) Community of Inquiry, as it sought to examine reported experiences through social presence, teacher presence, and cognitive presence. Intersection of these three areas provides relevant criteria for online learning analysis, and heavily aligns with educational experience at the crux of the model. This study served to examine reported overall learning experience of #MTEdChat participants through three guided research questions: learning experience, assumed learning roles, and how they learned from varied perspectives. The participants included 10 educators who met the following criteria: (1) being an in-service or pre-service K-12 educator: teacher, principal, coach, or school administrator, and (2) having participated in #MTEDCHAT one time or more. Participants were interviewed through secure video conference, their interviews were transcribed and analyzed, and emergent categories were developed. The data was analyzed using open codes and further analyzed through categories and emergent themes. Key findings revealed that learning experiences were comprised of three recursive buckets of learning, as described through: interpersonal, intrapersonal, and social capital. Participants revealed how these three primary areas helped to construct their reported learning experiences. Findings illustrate the value of learning reciprocally in a group, and how social capital can effectively facilitate learning. Also telling was the identifiable connection between a geographically boundless environment and the varied perspectives that it yields. Reported learning experiences provide relevance and prompt future use and recommended improvements.
How does developing an online field ecology course to support high school students impact my growth as a teacher?
(Montana State University - Bozeman, College of Letters & Science, 2017) Gottlieb, Liz; Chairperson, Graduate Committee: Walter Woolbaugh
The purpose of this project was to investigate how developing an online field ecology course for high school students impacted my growth as a teacher. I teach at an independent high school (N=410) in the San Francisco Bay Area. Three years ago my school joined a BlendEd online consortium. I was asked to teach an online field ecology course for the program. I had no experience with virtual learning as a teacher or student at the time. Data collection for this project not only included teacher journaling and reflection, but also course and teacher surveys from my online and traditional classes, a catalogue of teaching practices, and a trans-classroom teacher survey to compare my experience and growth with other trans-teachers. (Trans-classroom teachers are teachers who teach in both online and traditional classrooms.) The results indicate that I have made changes to teaching practices since teaching online. For example, results of my gall lessons with my online and traditional groups illuminate how online teaching has inspired me to employ multiple new practices like the use of homework kits and science notebooks in my traditional classes. Additionally, developing an online ecology course required me to participate in a wide range of professional development opportunities that all of my students were able to benefit from. Finally, the results of my trans-classroom teacher survey confirm that my experiences are not unlike other trans-teachers; 88% of teachers that I surveyed indicate that their traditional teaching was somewhat or very impacted by their online teaching. After 17 years traditional teaching, I have found online teaching to be invigorating and an opportunity for reinvention.
Toward new narrative constructions and interactivity in natural history applications
(Montana State University - Bozeman, College of Arts & Architecture, 2016) Reed, Jeffrey Connor; Chairperson, Graduate Committee: Dennis Aig
The natural history film genre has long played a critical role in the understanding of science and natural history for its audience. The demands of a ratings-based industry that calls for familiar story structure and minimal scientific depth compromise this position of authority. Time constraints and the adherence to passive spectator narratives further inhibits the transmission of factual information. Interactive media formats present opportunities to reconsider the narrative construction and expand natural history films beyond traditional forms. In this paper, I explore how employing innovations of interactive documentaries, video games, and informal learning environments in the design of an interactive natural history application can remove the current limitations associated with traditional wildlife film and promote deeper scientific understanding.
The impact of the flipped classroom on learning and problem solving of ninth grade biology students
(Montana State University - Bozeman, Graduate School, 2015) Wright, Lynda N.; Chairperson, Graduate Committee: Peggy Taylor
The students in my biology classes, like most students in today's world, struggle with problem solving skills and learning difficult biological concepts such as cell biology and genetics. Their prior educational learning experience has been teacher centered with lectures and note taking, then memorizing facts from their notes to pass a test. More classroom time is needed for application, group activities, and development of problem solving abilities. The problem with achieving that is the lack of time in a 53 minute class period to teach concepts and then apply those concepts to problem solving. This project investigates the effects of changing the traditional method of lecture and note taking during class to using online instructional resources at home for homework. This will free up class time for more question and answer time, application, group activities and collaboration as well as problem solving exercises. This approach has been termed the 'flipped' classroom method. The students were assigned weekly online resources such as animations and video lectures for homework along with associated written work. During class time, the students were engaged in various activities where they applied what they hopefully learned the night before. Time was allotted for question and answer sessions, clarification, and when needed individual help from me. Data collection during this project included pre and post treatment student surveys, pre and post treatment unit tests, student self-evaluations following activities. In addition, the students completed post treatment anonymous written feedback. Six students were interviewed both before and after the treatment was implemented. The pre and post treatment formal unit assessments showed significant gains over all in learning and problem solving. However, that is to be expected with or without the flipped classroom because the concepts covered during the project were new to the students. The pre test scores were very low due to lack of prior knowledge and the post test scores were higher after the students were exposed to the concepts for six weeks each unit. The resulting qualitative data suggested that the flipped classroom approach improved student attitude significantly even though their attitudes were already good and also improved student engagement during class. Students appreciated having more time to ask questions and more time with me if needed. They also appreciated the collaborative group projects and felt they learned more with the help of their peers. Even though the data showed the students had a slight preference for the traditional classroom because that is what they have always had, they overwhelming preferred a combination of the two teaching methods. After the project was completed, many students asked if I would continue giving them internet resources because it helped them learn so much better.

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