STATISTICAL ANALYSIS OF STUDENT PERFORMANCE IN ONLINE AND FACE-TO-FACE PHYSICAL GEOLOGY LABORATORY SECTIONS

Electronic learning in the physical geology laboratory presents particular creative and technical challenges to instruction, particularly so for working with hand specimens. However, significant opportunities become available to expand the content of the traditional geology lab, particularly with the inclusion of remote sensing data.

The University of Louisiana at Monroe (ULM) Geosciences Department has addressed these challenges and opportunities through the creation of a unique, 100% online physical geology laboratory. We offer students electronic instruction in mineral and rock identification, topographic and geologic map analysis and an introduction to remote sensing. This is accomplished through a combination of web-based course management software, instructional video, a specimen collection, and maps mailed to the students.

The electronic course took place in our second summer session, July-August 2007. The face-to-face course is taking place in our regular fall semester; however, instruction is compressed to more closely resemble the summer course. Students in both sections complete the same lab activities and assessments.

We will report the results of a statistical comparison between student performance in the two sections. Our null hypothesis is that no significant differences will exist between the face-to-face control group and the electronic experimental group. Our statistical tools include the t-test comparison of means and factorial ANOVA.

This online course was also modified to serve as a 100% electronic workshop for inservice professional teachers. This is the first all-electronic teacher workshop in the geosciences in the state of Louisiana. Funding for the development of the course and the teacher workshop was provided by a Supporting Electronic Learning and Essential Campus Transitions (SELECT) grant, awarded by the State of Louisiana Board of Regents.