The Role of Online, Asynchronous Interaction in Development of Light and Color Concepts
Kevin Carr
George Fox University
Francis Gardner
Columbus State University
Michael Odell
University of Idaho
Ted Munsch
Alaska PacificUniversity
Brent Wilson
George Fox University
Abstract
This study investigates the effect of asynchronous, online interaction on student conceptual understanding of light and color. Two versions (N and Y) of an online independent study module on light and color were randomly assigned to students (N = 144) enrolled in introductory science courses for non-science majors at three higher education institutions. Version Y included Internet message boards to facilitate required peer-peer interaction about the module content. Version N lacked message boards. The Light and Color Concepts Assessment Instrument (LCCAI) was administered to subjects in a pre-post test experimental design. A multivariate analysis of variance was calculated, showing that student achievement on two of the four LCCAI test items varied significantly as a function of the module version studied. Analysis of over 500 online postings in light of social constructivism indicated that significant scaffolding took place during online interactions. The authors conclude that the availability of interaction likely played an important role in online learning.
About the Author(s)...
Kevin M. Car, Ph.D. is an Associate Professor of Teacher Education at George Fox University. He earned a B.S. in Physics at the University of Oregon, an M.S. in Phyiscs at the University of Idaho, and a Ph.D. in Science Education at the University of Idaho. His research interests include applications of online learning, educational multimedia, and physics education. He may be reached at This email address is being protected from spambots. You need JavaScript enabled to view it..
Francis E. Gardner, Ph.D., is Director of the Science Education Outreach Center and Professor of Biology at Columbus State University. He earned a B.A. in Biology at Ottawa University, an M.S. in Biology at Wichita State University, and a Ph.D in Biology at the University of Illinois. His research interests include instructional methods to improve student critical thinking skills; animal physiology; soil microflora and fauna; insect physiology. He may be reached at This email address is being protected from spambots. You need JavaScript enabled to view it..
Theodore R. Munsch, Ph.D., is an Associate Professor of Education and Chair of the Department of Education at Alaska Pacific University. He earned a B.S. in Elementary Education, at Montana State University-Billings and a Ph.D. in Education at the University of Idaho. His research interests include science education for elementary teachers, preparing teachers for rural placements and environmental education. He may be reached at This email address is being protected from spambots. You need JavaScript enabled to view it..
Michael Odell, Ph.D., is Chair of the Department of Teacher Education and Professor of Science Education at the University of Idaho. He earned a Ph.D. in Science Education from Indiana University. His research interests include science teaching methods and on-line instruction. He may be reached at This email address is being protected from spambots. You need JavaScript enabled to view it..
Brent Wilson is Assistant Professor of Computer Science at George Fox University. His research interests include process scheduling and load balancing within a heterogeneous cluster of workstations, specifically a Beowulf class Linux cluster. He may be reached at This email address is being protected from spambots. You need JavaScript enabled to view it..
