2012 Conference Archive (Archived)
Science Classes Online Can Improve Instruction
Session Format
Presentation Session (20 minutes)
Copyright
This work is archived and distributed under the repository's Standard Copyright and Reuse License (opens in new tab). End users may copy, store, and distribute this work without restriction. For all other uses, permission must be obtained from the copyright owners or their authorized agents.
Location
Room 2911
Abstract for the conference program
Science courses online are commonly met with skepticism. People often wonder if online science courses will contain the same amount of content as traditional science courses. This presentation aims to demonstrate how moving science courses online can actually improve instruction, as well as student engagement based on the personal experiences of a science professor.
Proposal Track
Non-research Project
Start Date
3-9-2012 9:00 AM
End Date
3-9-2012 9:20 AM
Recommended Citation
Harper, Jenny and Pollock, David, "Science Classes Online Can Improve Instruction" (2012). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 58.
https://digitalcommons.georgiasouthern.edu/stem/2012/2012/58
Archived Content
This record and associated content is retained solely for reference, research, or recordkeeping as part of an archived collection. This content is not actively developed, disseminated, or promoted as part of any ongoing University program, service, or activity. Learn more about archived collections (opens in new tab).
To request an accessible version of any item in this archived collection, complete this form (opens in new tab) or email [email protected].
Science Classes Online Can Improve Instruction
Room 2911
Science courses online are commonly met with skepticism. People often wonder if online science courses will contain the same amount of content as traditional science courses. This presentation aims to demonstrate how moving science courses online can actually improve instruction, as well as student engagement based on the personal experiences of a science professor.