Impact of participation in NASA’s Digital Learning Network on science attitudes of rural, mid-level students

Abstract

The purpose of this research was to determine whether videoconferencing combined with face-to-face instruction, as used in the delivery of the NASA Digital Learning Network Can A Shoebox Fly? Challenge module, was a feasible instructional method to increase positive student attitudes towards science. Overall, the data indicated that this was the case. This study utilized a mixed method approach to data collection. A pre-test, post-test one group design was used to collect quantitative data obtained from a science attitudinal survey. Qualitative data were gathered from face-to-face interviews with the subjects as well as informal observations by the researcher during the design process. Social presence theory, a sub-area of communication theory, was used as the theoretical framework for this study. It was determined that the NASA Digital Learning Network modules do create social presence within the distance learning environment.