News
IDDL Research Fellowship Fosters Student Response Insight
Message from the Director
Hannah Scherer, assistant professor in the Department of Agricultural & Extension Education, recently received a distance learning research fellowship through IDDL to evaluate how student ideas about the nature of science changed over the course of the spring 2013 semester. “This research fellowship will allow me to analyze student responses in much more detail than I would typically be able to in a semester,” notes Scherer.
It is undeniable that distance learning has become an integral part of teaching and learning at Virginia Tech. With more than 800 course offerings at all academic levels, there are ample opportunities for students to attend classes that may have otherwise been unavailable. The volume of course offerings and enrollment is tremendous, but growth is not everything. It is essential that special attention is made to ensure that all courses are designed and delivered to provide an effective learning environment. I am proud to be a part of the Institute for Distance and Distributed Learning (IDDL) as we work collaboratively across the university community serving as advocates for high quality teaching and learning at a distance, validated through applied research of advanced technologies, and empowering faculty through professional development and instructional design support. By identifying and addressing the needs of our students, we are better able to serve the university community in a pursuit of lifelong learning. Please join me in celebrating the featured accomplishments—just a few of many stories of the high quality distance education at Virginia Tech.
Peter Macedo
Scherer’s research proposal, ‘Assessing Changes in Views of the Nature of Science Using Online Course Design Tools’, is centered on her online, graduate-level course, STEM Integration in Agricultural Education.
Goal Setting The goal of the proposed project is to assess how course participant’s conceptions of the nature of science change as a result of course activities, which includes conducting a pre- and post-test during the first and last weeks of the semester. Using research-based design strategies, the course is designed to provide meaningful interaction and collaboration. “The results of faculty research fellowships, such as this one, benefit anyone engaged in teaching and learning online as they provide insights into effective practice that apply to those who teach or support teaching in any online environment,” remarks Todd Ogle, IDDL’s senior associate director of applied research and planning. Contact Todd Ogle at jogle@vt.edu to learn more about IDDL’s research fellowships.
The Institute for Distance and Distributed Learning 3