"VIRTUAL VOYAGES": INTRODUCING SCIENCE WITH REAL-WORLD DATA IN A LARGE CLASSROOM

I have designed online homework assignments, called Virtual Voyages, to more actively engage entry-level students in doing science; to provide a logistically reasonable mechanism to assign homework in a large-sized class; to force students to better prepare for class; and to provide a student exploratory phase prior to in-class concept development. Students access voyages via the internet, and use course-management software to answer questions and receive their scores online. The Virtual Voyages consist of informational images and text, multiple-choice (“real-time”) questions that are automatically graded, and short-answer “lag-time”) questions that I grade online. A programming feature allows me to control the time frame within which students submit their answers. Assignments are due at the time class begins, so when students come to class they are better prepared because they have already explored materials related to the topic. In class, I use the materials to stimulate discussion and to develop underlying concepts.

The computer assignments have been an effective learning tool in my introductory oceanography course. With all answers submitted online and scoring received online, there is no paperwork to turn in or hand back. After an initial development stage, less time is required to maintain and update the site. Student responses have been very positive. They find the online technique easy to do; they feel the technology makes learning more interesting and fun; and they like the interactivity and real-world data, which make them feel that they are doing research. In fall 2000, the majority of students (56%) listed the voyages as the most useful element of the course, and only 3% listed the computer work as a problem. The class meets during standard times, but this distance learning teaching tool provides an effective supplement to the classroom. The voyages direct students’ out-of-class learning by providing real-world data for exploration prior to class and a framework for learning about concepts and other applications in class. I get better prepared students and the students get a more enjoyable way to keep up with the course material.