The effects of biology lab delivery mode on academic achievement in college biology

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dc.contributor.advisorCifuentes, Lauren
dc.contributor.authorMcQueen, Jaime Ann
dc.contributor.committeeMemberJeffery, Tonya
dc.contributor.committeeMemberKouzekanani, Kamiar
dc.contributor.committeeMemberRodriguez, Stephen
dc.contributor.committeeMemberBaldwin, Sara
dc.date.accessioned2017-06-02T21:58:09Z
dc.date.available2017-06-02T21:58:09Z
dc.date.issued2017-05
dc.descriptionA Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR of PHILOSOPHY in CURRICULUM AND INSTRUCTION from Texas A&M University-Corpus Christi in Corpus Christi, Texas.en_US
dc.description.abstractMany researchers have investigated the comparative effects of virtual lab and physical lab environments with mixed results that can be explained by the variability of lab features. Therefore, there is a need for better understanding of the affordances of instructor presence and learner control in virtual lab environments as compared to physical lab environments. Guided by a framework of instructor presence and learner control, this mixed methods study investigated the effects that the affordances of instructor presence and learner control have on laboratory-based learning across four different treatments in an undergraduate biology course for non-majors during the fall 2016 semester. The quantitative phase of the study tested the hypothesis that there were statistically significant differences in student achievement, as measured by immediate and delayed recall post-test scores, across four different modes of biology lab treatments. The second phase of this study sought to more deeply understand quantitative findings by qualitatively exploring how non-majors college biology students described their experiences of instructor presence and learner control of pace and repetition in each of the four lab treatments. Findings will inform institutions of higher learning, curriculum publishers, and those interested in the utility of virtual laboratories.en_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.format.extent240 pages.en_US
dc.identifier.urihttp://hdl.handle.net/1969.6/1171
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.rights.holderMcQueen, Jaime Ann
dc.subjectdistance educationen_US
dc.subjectinteractive learning environmentsen_US
dc.subjectonline learningen_US
dc.subjectsimulationsen_US
dc.subjectteaching / learning strategiesen_US
dc.subjectvirtual realityen_US
dc.titleThe effects of biology lab delivery mode on academic achievement in college biologyen_US
dc.typeTexten_US
dc.type.genreDissertationen_US
thesis.degree.disciplineCurriculum & Instructionen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US

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