Internet-based instruction in college teaching

Distance education and Internet instruction are increasingly being used in college science teaching. In an effort to reach more students, Iowa State University\u27s Human Anatomy and Physiology course was offered via Internet as well as via traditional lecture format. To assess the educational ramifications of this offering, three studies were conducted. In the first study, a collective case study approach was utilized to describe the learning environment created by an Internet-based college science course. In this study, three students were followed as they worked their way through the course. Collective case study methodologies were used to provide a rich description of the learning environment experienced by these students. Motivation, computer savvy, and academic and personal self-confidence appeared to impact the satisfaction level of the students enrolled in the class;To evaluate the effectiveness of the learning environment offered through the Internet-based science course, a quantitative comparison study was undertaken. In this study a comparison of achievement scores and study habits between students enrolled in the Internet-based class and those enrolled in the traditional section was made. Results from this study indicated that content understanding and retention did not appear to be effected by the type of instruction. Desirable study habits were reportedly used more frequently in the Internet section of the class than in the traditional class;To complete the description of the Internet course experience, a qualitative examination of Internet instructors\u27 time commitment and level of teaching satisfaction was conducted. Data for this study consisted of interviews and researcher observations. Instructor time-on-task was initially quite high, and remained above the average spent on average face-to-face instruction in subsequent semesters. Additionally the role of the faculty member changed dramatically, causing some lessening of job satisfaction;Taken as a whole, these three approaches to understanding the phenomenon of Internet science instruction reveal that the experience of learning science on the Internet can be a viable alternative for diverse learners. Students can learn science on-line at an achievement level that is equal to or better than students in a traditional course. Moreover, such courses may stimulate increased student interest in science and on-line learning. The results of this research indicate that Internet-based courses change the nature of instructional tasks. Instructors spend more time preparing for Internet-based courses than traditional courses; however, the majority of course preparation is associated with technical issues. These technical issues and changes in the nature of instructional tasks will have to be addressed by higher educational institutions

Hemagglutinin-based polyanhydride nanovaccines against H5N1 influenza elicit protective virus neutralizing titers and cell-mediated immunity

H5N1 avian influenza is a significant global concern with the potential to become the next pandemic threat. Recombinant subunit vaccines are an attractive alternative for pandemic vaccines compared to traditional vaccine technologies. In particular, polyanhydride nanoparticles encapsulating subunit proteins have been shown to enhance humoral and cell-mediated immunity and provide protection upon lethal challenge. In this work, a recombinant H5 hemagglutinin trimer (H53) was produced and encapsulated into polyanhydride nanoparticles. The studies performed indicated that the recombinant H53 antigen was a robust immunogen. Immunizing mice with H53 encapsulated into polyanhydride nanoparticles induced high neutralizing antibody titers and enhanced CD4+ T cell recall responses in mice. Finally, the H53-based polyanhydride nanovaccine induced protective immunity against a low-pathogenic H5N1 viral challenge. Informatics analyses indicated that mice receiving the nanovaccine formulations and subsequently challenged with virus were similar to naïve mice that were not challenged. The current studies provide a basis to further exploit the advantages of polyanhydride nanovaccines in pandemic scenarios

Hemagglutinin-based polyanhydride nanovaccines against H5N1 influenza elicit protective virus neutralizing titers and cell-mediated immunity.

H5N1 avian influenza is a significant global concern with the potential to become the next pandemic threat. Recombinant subunit vaccines are an attractive alternative for pandemic vaccines compared to traditional vaccine technologies. In particular, polyanhydride nanoparticles encapsulating subunit proteins have been shown to enhance humoral and cell-mediated immunity and provide protection upon lethal challenge. In this work, a recombinant H5 hemagglutinin trimer (H5₃) was produced and encapsulated into polyanhydride nanoparticles. The studies performed indicated that the recombinant H5₃ antigen was a robust immunogen. Immunizing mice with H5₃ encapsulated into polyanhydride nanoparticles induced high neutralizing antibody titers and enhanced CD4(+) T cell recall responses in mice. Finally, the H5₃-based polyanhydride nanovaccine induced protective immunity against a low-pathogenic H5N1 viral challenge. Informatics analyses indicated that mice receiving the nanovaccine formulations and subsequently challenged with virus were similar to naïve mice that were not challenged. The current studies provide a basis to further exploit the advantages of polyanhydride nanovaccines in pandemic scenarios

Internet-based instruction in college teaching

Distance education and Internet instruction are increasingly being used in college science teaching. In an effort to reach more students, Iowa State University's Human Anatomy and Physiology course was offered via Internet as well as via traditional lecture format. To assess the educational ramifications of this offering, three studies were conducted. In the first study, a collective case study approach was utilized to describe the learning environment created by an Internet-based college science course. In this study, three students were followed as they worked their way through the course. Collective case study methodologies were used to provide a rich description of the learning environment experienced by these students. Motivation, computer savvy, and academic and personal self-confidence appeared to impact the satisfaction level of the students enrolled in the class;To evaluate the effectiveness of the learning environment offered through the Internet-based science course, a quantitative comparison study was undertaken. In this study a comparison of achievement scores and study habits between students enrolled in the Internet-based class and those enrolled in the traditional section was made. Results from this study indicated that content understanding and retention did not appear to be effected by the type of instruction. Desirable study habits were reportedly used more frequently in the Internet section of the class than in the traditional class;To complete the description of the Internet course experience, a qualitative examination of Internet instructors' time commitment and level of teaching satisfaction was conducted. Data for this study consisted of interviews and researcher observations. Instructor time-on-task was initially quite high, and remained above the average spent on average face-to-face instruction in subsequent semesters. Additionally the role of the faculty member changed dramatically, causing some lessening of job satisfaction;Taken as a whole, these three approaches to understanding the phenomenon of Internet science instruction reveal that the experience of learning science on the Internet can be a viable alternative for diverse learners. Students can learn science on-line at an achievement level that is equal to or better than students in a traditional course. Moreover, such courses may stimulate increased student interest in science and on-line learning. The results of this research indicate that Internet-based courses change the nature of instructional tasks. Instructors spend more time preparing for Internet-based courses than traditional courses; however, the majority of course preparation is associated with technical issues. These technical issues and changes in the nature of instructional tasks will have to be addressed by higher educational institutions.</p

College Science via Internet: How effective is it?

In this paper college science instruction via the Internet is examined from three perspectives: students' on-line learning experiences; a comparative examination of learning on-line versus traditional instruction; and instructors' experiences teaching on-line. The setting was a freshman-level human anatomy / physiology course. Three students participated in a collective case study to describe the learning environment created by the Internet course. Motivation, computer savvy, and self-confidence were important to their success. A quantitative study of the on-line course and the traditional course evaluated the comparative effectiveness of the learning environments. Achievement scores and survey results indicated content understanding and retention were not effected, while desirable student study habits were used more frequently in the Internet section. To better understand the instructional implications of on-line courses, a case study was conducted. Internet instructor's time commitment and level of teaching satisfaction were high. The instructor's role changed, causing some lessening of job satisfaction.Flickinger, K. & Hargrave, C. (2000). College Science via Internet: How effective is it?. In Proceedings of International Conference on Mathematics / Science Education and Technology 2000 (pp. 151-156). Association for the Advancement of Computing in Education (AACE). Posted with permission.</p