Dr. Terence Cavanaugh, College of Education and Human Services, University of North Florida, USA, tcavanau@unf.edu
Dr. Cathy Cavanaugh, , College of Education and Human Services, University of North Florida, USA, ccavanau@unf.edu
Abstract: This paper presents an
overview of the online forum component of two on campus undergraduate education
methods courses. The following description outlines the benefits students
received because of participating in the forum, and the strategies used to make
the forum successful. The online forum discussed here was used in an Elementary
Science Methods course and a Secondary Science Methods course. While the
courses met regularly on campus on separate evenings, a single unified forum
group was established for where all students interacted. All students were
required to participate regularly in the forum discussions throughout the
semester. Participation in the forum accomplished three learning goals:
students were exposed to a perspective from another education level, they
gained experience with the Florida Educator Accomplished Practices, and they
expressed their opinions about important science education issues.
Today, pre-service teachers need experiences in modern communications technologies and their effective use in instruction. This need applies not only for distance education students but also for in-class students. The benefits of distance education experiences for undergraduate education students are many. When integrated into a traditional undergraduate course, distance education greatly extends classroom learning. This paper presents an overview of the online forum component of two on campus undergraduate education methods courses. The online forum in this case was unique for two reasons: the forum connected groups of students from elementary and secondary education, and the forum provided for extended interaction about the state's twelve educator "Accomplished Practices." The following description outlines the benefits students received because of participating in the forum, and the strategies used to make the forum successful.
The instructors attempted to include an online forum topic for each of the Florida Department of Education Accomplished Practices: Assessment, Communication, Continuous Improvement, Critical Thinking, Diversity, Ethics, Human Development and Learning, Knowledge of Subject Matter, Learning Environments, Planning, Role of the Teacher, Technology. The Accomplished Practices are listed here, followed by the correlated forum topics and a sample student response. The entire semester-long forum was composed of 384 entries made by the two instructors and 45 students. Approximately half of the students represented elementary and half came from secondary education programs.
The undergraduate Science Methods students received many benefits from the online forum.
1. Individualization of learning:
The forum allowed for more individualized learning than was possible in the classroom alone. Students added their personal responses to forum topics, without limits on time or the length of responses.
2. Encouragement of critical thinking
Forum questions were open-ended and designed to encourage students to take a position on the issues. To respond to a forum topic required organized thought and synthesis of concepts introduced in class.
3. Student autonomy
The forum assignment required students to respond to each topic during the semester. Many students stated that they routinely discussed the forum topics with friends, family and colleagues outside of class before putting their comments online.
4. Increased interaction time
A 45-hour semester places severe limits on the quality of discussions and experiences possible in a course. The elementary science methods course is the only science methods course required in the elementary education program. In a three-hour class meeting, an equal division of time allots only 5 minutes of discussion per student. Regular forum discussion adds hours of interaction over a semester.
5. More democratic exchange
In any class of 25-30 students, there will be dominant personalities and students who may feel intimidated or unmotivated to speak. In the online forum, each student has a voice that will be heard by anyone who chooses to read his or her comments.
6. More time to formulate responses and opinions
Because the forum discussions occurred completely online, students had the flexibility to add their input when they were prepared. Preservice students in the classes were much more comfortable discussing topics online after reading the viewpoints of the more experienced students.
7. Flexibility and convenience
Students set their own schedule for the forum. The forum was available at all times of day or night to accommodate school, work, and family demands. The forum was accessible from any Internet connection via the World Wide Web, allowing students to participate even when they were sick or traveling.
One of the great strengths of the online science education forum was the connection it gave to the students studying to teach at different levels. In a College of Education as large as the University of South Florida, there tends to be little mixing of students in the elementary and secondary education programs. Professors work to include information in their classes about K-12 levels, but it is sustained personal interaction with others that best contributes to an understanding of education at all levels. While the course forum focused only on science education, it offered a unique opportunity for students to develop a relationship with current and future teachers outside their own specialization.
Articulation benefits:
1. Students learn about the content from another perspective.
Elementary education majors found an accessible resource in the secondary science education majors. Before this course, many of the elementary students got science information from the media or science instructors. Because of the forum, they communicated comfortably with peers who had strong interest and ability in science. At the same time, the secondary students gained insight into science understanding when they read and responded to the elementary students' questions and comments.
2. Students learn about children’s concepts of the content at the other level.
Students at both levels shared strategies for teaching science concepts at their respective levels. They all learned more about child development across the range of ages.
3. Students appreciate where the children have been/are going.
The forum refocused the students' attention on what can be expected of children at elementary through secondary school. The elementary students have an appreciation of the importance of a solid foundation in science at grades K-6, and the secondary students recognize the skills that are developed in K-6 curriculum.
4. Students appreciate the concerns and conditions in schooling at the other level.
The elementary students have witnessed firsthand through the forum how a child's excitement about science can build into an important career. They communicated with a group of preservice and inservice teachers who wrote very passionately about the importance of science. The secondary students now understand the integrated nature of K-8 curriculum, and the often-competing demands on a K-6 grade teacher to address all content areas in a self-contained classroom with limited materials.
5. Students experience a professional communication process.
All of the forum participants have experienced personal and academic gains as result of their communication with their peers.
6. Students communicate about science across disciplines.
Students at both levels wrote about a variety of science areas without concentrating on their specialization area, favorite area, or strongest area.
7. Elementary students find a content resource.
Elementary teachers have limited contact with content area experts. The forum introduced the elementary students to teachers who could serve as content resources during the methods course, through student teaching, and into school employment.
During the semester in which the science education students participated in the online forum, they expressed a range of reactions. Some students had initial difficulty accessing the forum and adding responses. Once the students became familiar with the forum structure, they participated regularly and enthusiastically. In the final course evaluations, technology was singled out repeatedly as a highlight of the course. One student stated that the forum was one of the strengths of the class.