Improving the efficacy of on‐line science education via enhanced student‐student interactions

Empire State College's mission encourages use of innovative, alternative and flexible approaches to higher education. Our students enroll in any of a number of learning opportunities including one‐on‐one tutorials, small group studies, and online distance education. To improve science education, arguably one of the most challenging to teach at a distance, we employ a number of learning opportunities. Wherever possible these opportunities are constructed so that students interact via critique and discussion. Based upon differences between pre‐ and post‐tests, self‐reports of student learning, and instructor impressions of students' understanding, our data support the hypothesis that student‐student interactions are valuable learning opportunities. For example, in several courses students review journal articles, and then critique each others' reviews. In addition to exposing students to current research methods and data, when asked whether these article reviews supported their learning, students reported overwhelmingly that these assignments increased their understanding of scientific content and process. This type of learning was also found to have potentially lasting effects, with students reporting that they are more likely to pursue primary sources in their future undergraduate studies and beyond.