PS 12-97
Virtual authentic ecological inquiry – transferability and influence of institutional contexts
Inquiry-based learning can improve student learning and deepen their understanding of science. It may be especially beneficial in the context of ecological education given the field-observational and experimental orientations of the discipline. Field-based inquiries are often not feasible in large introductory ecology courses or classes with limited access to suitable field sites. Virtual learning environments can help overcome this difficulty. Virtual inquiries based on simulations can be attractive to today’s students who are used to video gaming. A virtual learning environment in Second Life, Virtual Ecological Inquiry (VEI), based on the ecology of Wolong Nature Reserve was developed and implemented in a large introductory ecology course at a research university since 2011. In Fall 2013, the VEI inquiry project was implemented in four institutions of different types, a research university, a comprehensive university, a liberal arts college, and a Hispanic Serving Institution, to test the transferability of the VEI and explore institutional contexts and other factors affecting its implementation and effectiveness. A post-project survey was conducted for student self-assessment of their learning and feedback for the projects.
Results/Conclusions
VEI was successfully implemented in the different types of institutions but the results varied. Students at the research university (n=142) reported significant learning gains in interest in ecology, ability to formulate testable hypothesis, understanding how ecologists conduct research, and ability to evaluate quality of scientific report. Students at the Hispanic Serving Institution (n=11) reported significant learning gains in all areas, except for interest in ecology. Students at the liberal arts college (n=7) reported significant learning gains only in understanding how ecologists conduct research. Students at the comprehensive university (n=21) reported no significant learning gains. Classes with students who had more field experiences in ecology, those in the comprehensive university and the liberal arts college, reported less learning gains through the VEI project. Students in all institutions believed they would learn more by going out to the field than through the VEI project. The student-reported learning gains also increased with repeated implementations, Fall 2013 to Spring 2014 at the liberal arts college and Falls of 2011, 2012 and 2013 at the research university, reflecting the learning process of the instructors. Additional analyses are being conducted to further explore factors influencing the effect of VEI project on student learning and possible mechanisms.