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Context and Capacity Building: The Case for Web-based and Distance Learning Courses
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| Presenter(s):
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| Yvonne Watson, United States Environmental Protection Agency, watson.yvonne@epa.gov
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| Abstract:
For five years, the U.S. Environmental Protection Agency (EPA)'s Evaluation Support Division (ESD) has delivered in-person /class-room courses in logic modeling, performance measurement and program evaluation for EPA staff, state and tribal partners and the regulated community. However, the recent passage of the economic Stimulus Package/Bill (which has brought increased demands for accountability and transparency through additional monitoring and reporting on the use and results of stimulus dollars), reduced travel budgets (for trainers and trainees), limited staff, coupled with the emergence of new communication and web based technologies have caused ESD to rethink and redirect our capacity building efforts from a physical classroom to a virtual one. This paper will present the process used to develop an interactive, web-based/on-line, self-instructional distance learning course and a cyber classroom course using WebEx. The presentation will include a discussion of course content, cost, and efforts to assess learning outcomes from each approach.
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Preparing Online Instructors: A Program Evaluation Study
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| Presenter(s):
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| Tamara Roman, Oklahoma State University, romant@okstate.edu
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| Megan Lawrence, Oklahoma State University, megan.lawrence@okstate.edu
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| Jennifer Carr, Oklahoma State University, jenni.carr@okstate.edu
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| Kathleen D Kelsey, Oklahoma State University, kathleen.kelsey@okstate.edu
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| Abstract:
Given the tendency towards the growth of distance learning, and the existence of significant differences between face-to-face and online instruction, faculty should be adequately prepared to transition from the traditional classroom environment to the online setting. Without sufficient institutional support, instructors may not be able to deal with differences that exist between face-to-face and online learning environments to succeed in an online setting. The purpose of this study was to evaluate the effectiveness and quality of a non-formal course offered by the university's Institute for Teaching and Learning Excellence designed to teach instructors how to strengthen their online pedagogical and technological skills. Having utilized a management-oriented approach and a survey design, this study highlighted the strengths and weaknesses of the program and provided recommendations for improvement. The findings of this study can inform administration of the institutions and faculty development departments of how to better prepare their instructors to teach online.
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Evaluation of Educational Simulations of Extreme Weather Events
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| Presenter(s):
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| Laurie Ruberg, Wheeling Jesuit University, lruberg@cet.edu
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| Manetta Calinger, Wheeling Jesuit University, mcalinger@cet.edu
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| Abstract:
This evaluation reports the results of a needs assessment and formative assessment of two distance learning meteorology education simulations developed for middle school students. The needs assessment provided guidelines regarding how to maximize the usefulness, scope, and features of the two simulations, Hurricane and Flooding, from the teacher perspective. Needs assessment data was gathered from a cluster-based sample of the targeted audiences. Analysis of existing data about meteorological education needs from related project reports and research literature was also part of the needs assessment. The formative assessment provided evidence regarding how well the simulations achieved the goals and objectives for increasing student science interests and addressing educational content standards. In addition, the formative evaluation identified areas for design improvements based on integration of results from the needs assessment and early field-testing with the targeted population sample.
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