The Effect of Student Engagement Strategies in Online Instruction for Data Management Skills

• In Event: Surveying Course Configurations, Modalities, and Models in Support of Learning in Online Contexts

Abstract

This study investigates the effect of different approaches of synchronous online instruction on the development of graduate students' research data management (RDM) skills during the post-pandemic era based on social constructivism theory. A one-way ANCOVA was used to compare the post-test RDM scores between one control and two experimental groups that employed different approaches of online synchronous instruction while controlling for the impact of their pre-test RDM scores. Both experimental groups who received online RDM instruction scored higher than participants from the control group. Additionally, learners who received more engaged and collaborative instruction demonstrated higher learning outcomes than students who received lecture-centered instruction. This study implies that an interactive instructional modality is essential for successful online learning.

Authors

• Zhihong Xu, Texas A&M University
  Presenting Author

• Xuan Zhou, Texas State University
  Presenting Author

• John Watts, Texas A&M University
  Presenting Author

• Ashlynn Kogut, Texas A&M University
  Presenting Author