Evaluation of an Online Masters Course in Science Teacher Education

Abstract

A component of a Masters level science education course was taught in an online forum once a week for a period of five weeks in conjunction with seven face-to-face sessions. Face-to-face sessions enabled camaraderie to develop and continue during online discussions. Video material specifically created for the course replaced the use of transcripts and was discussed via the online forum. The students did not perceive differences between the two versions of the course. However, analysis of the online discussion showed student contributions to be more detailed and more reflective. Online, opportunities to steer the discussion were relinquished by the tutor as students took control of the discussion by maintaining a dialogue with their peers without necessarily seeking comment from the tutor .