Remote Learning Environment Model: Constructs Influencing Students' Perceptions of Remote Microscopy Investigations

• In Event: Poster Session 8
  In Poster Session: Motivation, Emotion, and Perception in Technology-Based Learning Environments

Abstract

The purpose of this study was to explore high school students’ perceptions of science motivation, science identity, and virtual presence during a remote microscopy investigation. An exploratory factor analysis identified three constructs that contribute to a remote investigation: Science Learning Drive (students’ perception of their competence and performance in science and intrinsic motivation to do science), Environmental Presence (students’ perception of control of the remote technology, sensory and distraction factors in the learning environment, and relatedness to scientists), and Inner Realism Presence (students’ perceptions of the realness of the remote program and being recognized as a science-oriented individual) . By investigating the factors that support science learning through virtual tools, teachers will be able to support students during virtual sessions.

Authors

• Gina Childers, North Carolina State University

• M. Gail Jones, North Carolina State University