Knowledge Transfer and Collaboration Structures for Online Science

Knowledge Transfer and Collaboration Structures for Online Science

Kevin F. Downing (DePaul University, USA) and Jennifer K. Holtz (DePaul University, USA)
Copyright: © 2008 |Pages: 22
DOI: 10.4018/978-1-59904-986-1.ch006
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Abstract

Technological innovations in the area of digital media have opened up the possibility for a great number of inventive ways to share and transfer knowledge in online science learning environments. Knowledge transfer may involve interaction between a learner and learning resources such as ‘learning objects’, or conversely knowledge transfer and sharing may be social, that is to say between individuals and/or groups. The types of knowledge transfer that can now be hybridized in educational settings are delineated by Puntschart (2005) as follows: 1) technology-enhanced versus face to face, 2) asynchronous versus synchronous, 3) voluntary versus obligatory, 4) self-directed versus externally controlled, 5) learning object transfer versus person to person, and 6) open versus closed communities. Such a wide variety of interaction options gives way to a variety of communication and collaboration approaches in online science education. Many of these options prospectively support more individualized learning. For example, learning scenarios are now possible where a science student conducts online remote experiments sponsored by another institution in the dead of night in the absence of an instructor. Moreover, a student may opt out of attending an onsite class session in favor of a streaming video lecture where they still contribute to the discussion through an m-learning device. Alternatively, a student may pursue learning at his or her own pace and learning style by reviewing relevant digital library learning objects on a science subject.

Complete Chapter List

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Dedication
Kevin Downing, Jennifer Holtz
Table of Contents
Foreword
W. Franklin Spikes
Preface
Kevin Downing
Acknowledgments
Chapter 1
Kevin F. Downing, Jennifer K. Holtz
In this chapter, we provide an overview of the state of global science capacity and online science education initiatives designed to increase that... Sample PDF
Online Science: Its Role in Fostering Global Scientific Capital
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Chapter 2
Kevin F. Downing, Jennifer K. Holtz
The practical application of theory, or praxis, in science education is arguably less straightforward today than it has been in preceding... Sample PDF
Controversies and Concurrence in Science Education
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Chapter 3
Virtual School Science  (pages 30-48)
Kevin F. Downing, Jennifer K. Holtz
In this chapter, we examine the character and extent of science learning at virtual schools and explore the current deliberations concerning the... Sample PDF
Virtual School Science
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Chapter 4
Kevin F. Downing, Jennifer K. Holtz
While distance education in various forms has existed for many years, the exponential growth of computer-based, especially web-based, education has... Sample PDF
Taking University Science Education Online
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Chapter 5
Kevin F. Downing, Jennifer K. Holtz
There are many educational strategies to achieve learning objectives to prepare students to adapt and survive more effectively in life. Many of... Sample PDF
The Role of Practical Work in Online Science
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Chapter 6
Kevin F. Downing, Jennifer K. Holtz
Technological innovations in the area of digital media have opened up the possibility for a great number of inventive ways to share and transfer... Sample PDF
Knowledge Transfer and Collaboration Structures for Online Science
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Chapter 7
Kevin F. Downing, Jennifer K. Holtz
Distance learning modalities in the natural sciences range from simple notes and discussion online (e.g., PowerPoint and asynchronous discussion... Sample PDF
Online Science: Contemporary Approaches to Practical Work
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Chapter 8
Kevin F. Downing, Jennifer K. Holtz
The evolution of online education will continue to be coupled to and constrained by innovations in Communication and Information Technologies (CIT).... Sample PDF
The Cutting Edge: Promising Technologies and Strategies for Online Science Education
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Chapter 9
Kevin F. Downing, Jennifer K. Holtz
Assessment of student learning is integral to design of curricular experiences, a reality which is often purported to be more complex in online... Sample PDF
Assessing Science Competence Achieved at a Distance
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Chapter 10
Kevin F. Downing, Jennifer K. Holtz
Our focus in this chapter is to present a more discipline-centered review of representative and sound practices published examples from math and the... Sample PDF
Online Mathematics and Physical Science (Mathematics, Astronomy, Chemistry and Physics)
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Chapter 11
Online Geoscience  (pages 242-264)
Kevin F. Downing, Jennifer K. Holtz
Complimenting the geoscience examples reviewed in the Online Science Strategies section of this book, our focus in Chapter 11 is to present a more... Sample PDF
Online Geoscience
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Chapter 12
Online Life Sciences  (pages 265-289)
Kevin F. Downing, Jennifer K. Holtz
In some ways, the life sciences have surpassed other fields in adoption of instructional technologies, although coverage is by no means uniform. In... Sample PDF
Online Life Sciences
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Chapter 13
Kevin F. Downing, Jennifer K. Holtz
In our final chapter, we present a didactic model for online science instruction based upon best practices in both science education and online... Sample PDF
A Didactic Model for the Development of Effective Online Science Courses
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About the Authors