Online Learning for Higher Education to Enhance Access, Student Experiences, and Course Outcomes
DOI:
https://doi.org/10.55420/2693.9193.v8.n1.253Palabras clave:
online learning, pedagogy, assessmentResumen
This paper presents a pedagogical approach and assessment of student performance in a Stellar Astronomy course taught in an online class section and a traditional class section at the Bronx Community College of the City University of New York. The two-year Associate in Arts and Sciences degree program at Bronx Community College offers an astronomy course to fulfill the core science course requirement. The use of an online learning environment in Astronomy for the core science course requirement offers many advantages for students, especially for working students, to enhance their science learning experience. The use of smart technology for a quicker assessment of students’ performances in promptly graded weekly submissions and access to technology-rich Smartwork Astro tours, Astro dictionary, and Nebraska simulations overcomes the various pedagogical challenges of face-to-face classroom settings. Access to online learning allows more students to be reached within a limited time as well as the maintenance of detailed records of student interactions, weekly submissions, and the comprehensive assessment of student performance. Online learning access for a core science course requirement in undergraduate education mitigates barriers to higher education, encourages student-centered learning, and advances teaching in the digital age of the 21st century.
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Derechos de autor 2017 Monika Sikand
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