Impact of Interactive Online Units on Learning Science among Students with Learning Disabilities and English Learners

Autor/inn/en	Terrazas-Arellanes, Fatima E.; Gallard M., Alejandro J.; Strycker, Lisa A.; Walden, Emily D.
Titel	Impact of Interactive Online Units on Learning Science among Students with Learning Disabilities and English Learners
Quelle	In: International Journal of Science Education, 40 (2018) 5, S.498-518 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walden, Emily D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1432915
Schlagwörter	Units of Study; Online Courses; Learning Disabilities; English Language Learners; Science Education; Assistive Technology; Academic Accommodations (Disabilities); Randomized Controlled Trials; Middle School Students; Science Achievement; Control Groups; Experimental Groups; Pretests Posttests; Student Improvement; Active Learning; Inquiry; Intervention; Curriculum Implementation; Check Lists; Teacher Surveys; Student Surveys; Student Characteristics; Teacher Characteristics; Participant Satisfaction; Teaching Methods; Instructional Effectiveness; Statistical Analysis; Oregon; Georgia + Suchen Sie Ihr Suchwort? Lerneinheit; Online course; Online-Kurs; Learning handicap; Lernbehinderung; Naturwissenschaftliche Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Aktives Lernen; Checkliste; Schülerbefragung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Statistische Analyse
Abstract	The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71 teachers across 13 schools in two states indicated that online units effectively deepened science knowledge across all three student groups. Comparing all treatment and control students on pretest-to-posttest improvement on standards-based content-specific assessments, there were statistically significant mean differences (17% improvement treatment vs. 6% control; p < 0.001); no significant interactions were found between treatment condition and learning disability or English learner status, indicating that these two groups performed similarly to their peers; students with learning disabilities had significantly lower assessment scores overall. Teachers and students were moderately satisfied with the units. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01