Learning Science Online: What Matters for Science Teachers?
Elizabeth Rowe
Jodi Asbell-Clark
TERC
Abstract
Online education is a rapidly growing phenomenon for science teachers. Using a sample of 40 online science courses for teachers offered during the 2004-2005 academic year, the Learning Science Online (LSO) study explores what characteristics of online science courses are most strongly associated with positive learning outcomes among science teachers, after accounting for teachers’ prior science experiences and demographics. This research is unique in that it is the first aggregate study of teachers learning science online in a wide variety of educational programs. Hierarchical linear modeling points to changing roles of instructors and students in online courses, with lower perceived levels of instructor support and a supportive course design strongly associated with positive learning outcomes.
About the Author(s)...
Elizabeth Rowe, a senior researcher at TERC, is co-principal investigator of the Learning Science Online study. Dr. Rowe has led the formative and summative evaluations of several teacher professional development programs. Dr. Rowe has extensive quantitative research experience and studies ways technology can support mathematics and science learning. She may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..
Jodi Asbell-Clarke, a senior science leader at TERC, is principal investigator of the Learning Science Online study. She has led several curriculum development and teacher professional development projects at TERC and has taught online science courses for teachers at Lesley University and for undergraduate non-science majors at Saint Mary’s University. She may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..
