東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A Comparative Analysis of Online ver...

Zayas, Natalie L.

Linked to FindBook

Google Book

Amazon

博客來

A Comparative Analysis of Online versus Traditional Teaching of Environmental Literacy Using Participatory Action Research.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Comparative Analysis of Online versus Traditional Teaching of Environmental Literacy Using Participatory Action Research./
Author:	Zayas, Natalie L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2011,
Description:	123 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: 2689.
Contained By:	Dissertation Abstracts International72-08A.
Subject:	Environmental education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3457978
ISBN:	9781124691398

A Comparative Analysis of Online versus Traditional Teaching of Environmental Literacy Using Participatory Action Research.
Zayas, Natalie L.

A Comparative Analysis of Online versus Traditional Teaching of Environmental Literacy Using Participatory Action Research. - Ann Arbor : ProQuest Dissertations & Theses, 2011 - 123 p.

Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: 2689.

Thesis (Ed.D.)--Fielding Graduate University, 2011.

This dissertation examined the question, "how does a traditional lecture/lab general education course compare to an online format course for developing environmental literacy in a university general education course when participatory action research (PAR) is incorporated into both courses?" I gathered data using pre and post surveys, which measured ecological knowledge, beliefs, and attitude and behaviors. I used participatory action research to obtain qualitative data through focus groups which met 3 times during a semester. Quantitative data were generalized and showed increases in all areas examined in both courses, face-to-face and online. Students reported enjoying having a voice in their educational experience, enjoyed many types of student-centered learning methods, and felt that student-centered learning and their participation in the participatory action research focus groups contributed to their environmental literacy. The quantitative data showed that students in both classes scored higher on the post-survey in the areas of beliefs, knowledge, and attitudes and behaviors. On average, students in the online course increased in the area of "beliefs" by 8 points and the students in the on-campus course increased by 6 points. In the "knowledge" area the online course students, on average increased by 3.5 points and the on-campus by 3 points. In the area of "attitudes" the online students increased by 6 points and the on-campus course by 3 points. Total gains in environmental literacy in the online course were 17.5 points and in the on-campus course 12 points. Based on the qualitative data, the use of participatory action research was also effective in increasing environmental literacy rates. The qualitative data suggest that student involvement in their education helps engage and empower students, therefore increasing their learning and in this case their environmental literacy. Based on this study, both platforms of education are effective in increasing environmental literacy and the data suggest that involvement of students in their education increases their learning through empowerment.

ISBN: 9781124691398Subjects--Topical Terms:

528212
Environmental education.

A Comparative Analysis of Online versus Traditional Teaching of Environmental Literacy Using Participatory Action Research.
LDR:03107nmm a2200289 4500 001 2127931
005 20180105074626.5
008 180830s2011 ||||||||||||||||| ||eng d
020 $a 9781124691398
035 $a (MiAaPQ)AAI3457978
035 $a AAI3457978
040 $a MiAaPQ $c MiAaPQ
100 1 $a Zayas, Natalie L. $3 3290103
245 1 2 $a A Comparative Analysis of Online versus Traditional Teaching of Environmental Literacy Using Participatory Action Research.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2011
300 $a 123 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: 2689.
500 $a Adviser: Don Jacobs Four Arrows.
502 $a Thesis (Ed.D.)--Fielding Graduate University, 2011.
520 $a This dissertation examined the question, "how does a traditional lecture/lab general education course compare to an online format course for developing environmental literacy in a university general education course when participatory action research (PAR) is incorporated into both courses?" I gathered data using pre and post surveys, which measured ecological knowledge, beliefs, and attitude and behaviors. I used participatory action research to obtain qualitative data through focus groups which met 3 times during a semester. Quantitative data were generalized and showed increases in all areas examined in both courses, face-to-face and online. Students reported enjoying having a voice in their educational experience, enjoyed many types of student-centered learning methods, and felt that student-centered learning and their participation in the participatory action research focus groups contributed to their environmental literacy. The quantitative data showed that students in both classes scored higher on the post-survey in the areas of beliefs, knowledge, and attitudes and behaviors. On average, students in the online course increased in the area of "beliefs" by 8 points and the students in the on-campus course increased by 6 points. In the "knowledge" area the online course students, on average increased by 3.5 points and the on-campus by 3 points. In the area of "attitudes" the online students increased by 6 points and the on-campus course by 3 points. Total gains in environmental literacy in the online course were 17.5 points and in the on-campus course 12 points. Based on the qualitative data, the use of participatory action research was also effective in increasing environmental literacy rates. The qualitative data suggest that student involvement in their education helps engage and empower students, therefore increasing their learning and in this case their environmental literacy. Based on this study, both platforms of education are effective in increasing environmental literacy and the data suggest that involvement of students in their education increases their learning through empowerment.
590 $a School code: 1503.
650 4 $a Environmental education. $3 528212
650 4 $a Educational technology. $3 517670
690 $a 0442
690 $a 0710
710 2 $a Fielding Graduate University. $b The School of Educational Leadership and Change. $3 1670997
773 0 $t Dissertation Abstracts International $g 72-08A.
790 $a 1503
791 $a Ed.D.
792 $a 2011
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3457978