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Online Physical Science A: Evaluating the Effectiveness of an Online Course Using Canvas
Sara Lucas
University of Alaska Southeast
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Introduction:

If I enroll in a class online, will it be easy? Will I learn as much as I do in person? Online

classes are becoming more readily available each year, making these 2 important questions to

find the answer to. Online classes help students get credit when in-person classes are either not

an option, or if you simply prefer to work online. In reality, all online classes will be different so

these are tough questions to answer, but I bet these arent the only 2 questions you ask yourself

before enrolling in an online class. A plethora of others arise as well: How is taking classes

online different from taking classes in person? Can I push myself to achieve when no one is

watching? How much will I learn? Will it be worth the time and effort? There are so many

factors at play, and when you have never taken an online class your anxiety will probably rise

before you get in the groove.

Online classes typically involve either an asynchronous, synchronous , or a combination

of both asynchronous and synchronous formats. All online classes will use some sort of software

to facilitate the class structure, usually an LMS. Typically the instructor will list email as well as

phone contact information. Most instructors are easy to reach and will respond promptly.

The main question I will focus on for my research is: how effective is the development of

my online physical science A class? I want to see if students are mastering the material on their

own, and if the design of the class supports students.

Methodology:

I designed an online physical science A class to pilot with students at my school. I

originally designed the class for a senior who needs it, but she did not pass her classes and

needed other classes in place of it. So she was not enrolled in this online class. Instead 6 other
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students (1 senior, 2 juniors, and 3 sophomores) were placed into the class because they needed

another class, and had not passed physical science A. I teach in a rural village in western Alaska,

where the population of my classes is 100% Yupik students. By rural village, I mean that we are

not connected by any roads to another village. We must fly to go anywhere outside of the village.

There are about 600 residents, and 200 students in grades K-12 in the village where I teach. I

teach science to students in grades 7-12. I have been teaching at this school for 5 years so I know

my students very well.

This class was designed so that students could complete work without much teacher

assistance, as I have other classes at the time the students work on this class. Students started this

class January 9th, 2017 and have until May 18th, 2017 to complete the class. This is a total of 18

weeks, not including spring break. Students can come before or after school to get extra help or

they can call, text, or email. The course should take about one semester of time, about 17 weeks.

(This was later shortened to 15 weeks, with weeks 16 and 17 counting for extra credit. I

shortened the length of the course, because at week 13 I realized no student would be successful

at completing the class. In my face-to-face class I have never made it to the content in weeks 16

and 17.)

All of the course content is posted to canvas, an LMS. All students have a 100 minute

block 2 times a week and one 50 minute block every other week. So on average, they have 225

minutes per week during the school day to work on this class. The class was broken down into 1

week of assignments that includes: a reading assignment with 10 questions to answer, 1 project

for assessment, and a reflection of their learning for the week. Most work is turned in digitally,

but students are allowed to turn in paperwork if they do not feel comfortable doing the work on
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the computer. None of the 6 students have their own computer at home. We are not a one-to-one

school so they are only loaned a device during the school day or may stay after to use a

computer. They are not allowed to take home computers.

All data will be looked at via rubrics for assessments and question scores. Reflections

will be considered to show how hard students feel they are working and if the work they are

doing matches my expectations. The score they received for the reflection will not be considered

as part of my data. The score is simply an effort score and does not show if they know the

material, but their responses may help in showing where success and difficulty arise.

Results:

Here are some of the results from the online class I designed. I will focus on 2 of the 6

students because they are the furthest along, and the only students who had made it to week 10.

For full data, including all 6 students, for the first 2 weeks see Appendix B.

Table 1. Week 1 Results for student 2 and 6.

Student Week 1 Questions Week 1 Assessment-Writing Week 1 overall %
(Out of 10 points) (Out of 20 points)

2 7 15 78%

6 5 15 73%

Average 60% 75% 76%

Table 1 shows the points each student earned for each assignment during the first week

and then their overall percentage. Instead of calculating and average number of points earned I

calculated the average percentage that was earned in the last row.

I repeated this process for weeks 2 and 10. In weeks 2 and 10 these students did resubmit

some assignments in order to achieve a better grade. This is noted with a score in parenthesis.
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The score in the parenthesis was the score they earned for their first submittal. The score in front

of the parenthesis indicates their final score.

Table 2. Week 2 Results for student 2 and 6. (Scores in parenthesis indicate the 1st score the
student received, before re-submitting their work).
Student Week 2 Questions Week 2 Assessment-Google Slides Week 2
(Out of 10 points) (Out of 50 points) overall %

2 4 41 (24) 76%

6 3.5 (2.5) 36 55%

Average 40% 77% 66%

Table 3. Week 10 Results for student 2 and 6. (Scores in parenthesis indicate the 1st score the
student received, before re-submitting their work).
Student Week 10 Questions Week 10 Assessment- Coloring the Periodic Table Week 10
(Out of 10 points) (Out of 20 points) overall %

2 8.5 (2) 19 (15) 86%

6 3.5 (2.5) 20 87%

Average 60% 98% 87%

For week 1 the average overall percentage earned was 76% in week 10 this percentage

was 87%. The week 1 average question percentage was 60% and this was again the average for

week 10. My observations confirm that these questions are still a struggle. The average

assessment score for week 1 was 75% and in week 10 the average was 98%. This is another

increase indicating that students are still working hard and trying to earn a good grade.

Discussion:

I believe students are learning from this online class. Student 2 has come a long way from

where she was at the start of this class. At first she was really frustrated, and was not achieving
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the scores she wanted to receive. This was indicated on her reflections at the end of the week.

She responded that she thought she put forth her best effort and that she had done well. For

example if you look at Samples 4 and 5 in Appendix D you can see a large disparity between the

2 submissions. Student 2 did not understand what to do in the first submission. She picked a

career that was hard to relate to chemistry. She came in on a Saturday over spring break to get

additional help and was able to submit the work evidenced in Sample 5. She had picked a new

career that was easily related to chemistry and even look up information online, which she had

not done in the first submission. She also learned how to put citations on the slides. She did not

do correct MLA citation because that was far above her capability level at the time.

Student 6 has also had some similar success, though not quite as much as student 2.

Student 6 is really struggling with answering the questions, just like student 2. Student 6 has also

voiced similar frustration in that she thinks she is doing well but when she gets her grade back

she is not happy.

Both students have gone from initially receiving failing grades to now receiving passing

grades. This is especially evidenced by student 2s resubmission of work. For example in Table 3

it shows that she went from getting a 2 out of 10 to an 8.5 after using my suggestions to correct

her work. This is a 325% increase. She has improved so much and has persevered even when the

course has been difficult and frustrating for her. The biggest improvement she had was in week 2

(table 2) where she increased her score from a 24 out of 50 to 41 out of 50. This is just over a

70% increase from her original score

Based on this information I believe it would be helpful to have examples of what a

project should look like. After personally working with students I found they had a much greater
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success rate because they knew my expectations. I had a few examples made for projects I gave

to face-to-face classes but did not have time to create examples for every project. I believe

students struggled in knowing what was expected. I also think that based on question answers

that students were not taking their time to read the assigned text. A modification I would make in

the future is to show students how to access text-to-speech so they could listen to the text. Many

of my students are ELL students and when they see reading they try to skip it. I would also like

to test out giving either audio or video feedback to see if that would help students to improve

their submissions. After talking with students, I found that none of my students read the feedback

that I provided them with. When they would come in for extra help I showed them how to access

this feedback. Student 2 started to use my feedback on her question responses after I showed her

how to do this. This is evidenced in Appendix C week 10 question responses. She came in one

day after school to get help and had pulled up the version I had marked on and asked questions

as needed.

The framework I have set up for an online physical science A class has been effective at

helping students learn this content. With the modifications above I think this course would have

an even greater success rate, because it would support students better. I also think that students

selected for this class must demonstrate a certain level of independence and should want to take

this class. I do not think all of the students in my class have the desire to complete it. This has

been a challenge because the only thing I can do is provide encouragement when I see these

students.
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Appendix A: UBD template for Module 1 (Weeks 1-2)

Here is a sample UBD template for Module 1. All modules follow a similar template.
Stage 1 Desired Results

ESTABLISHED Transfer
GOALS
SA Students develop an Students will be able to independently use their learning to
understanding of the
processes and Compare and contrast the pros and cons to make a sound
applications of decision
scientific inquiry Locate information online

Meaning
SA1 Students develop
an understanding of the UNDERSTANDINGS ESSENTIAL QUESTIONS
processes of science
used to investigate Students will understand that Where can chemistry be
problems, design and There are many areas of used?
conduct repeatable study in chemistry How has chemistry changed
scientific investigations, Scientists use a process over time?
and defend scientific involving problem
arguments solving to test new ideas
Chemistry has changed
over time

Acquisition

Students will know Students will be skilled at

The steps in the Supporting statements with

scientific process and evidence
when to use it Use research skills to learn
Different areas of study about different chemistry
in the chemistry field careers
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Stage 2 - Evidence

Evaluative Criteria Assessment Evidence

1 pt./question correct Week 1 Question responses. Students will respond to 10 questions in

complete sentences using their own words.

Mid-Module Rubric Week 1 Assessment-Writing. Which area of chemistry would you most
(See Below) want to study? Why?

1 pt./question correct Week 2 Question responses. Students will respond to 10 questions in

complete sentences using their own words.

End Module Rubric Week 2 Assessment-Google Slides. In the area of chemistry you chose
(See Below) what type of jobs could you get? Which job sounds most appealing?
What types of problems would you have to solve at this job? How
would you go about beginning your research to solve the problem?
Where would you get the money to do your research? Would you work
with a team? How is chemistry used to do this job?

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction

1. Week 1 Assigned Reading

a. 1.1 Defining Chemistry
b. 1.2 Events in Chemistry History
c. 1.3 Areas of Chemistry
2. Week 1 Questions-10 Questions
a. What is chemistry and how is it used in your daily life?
b. Select your favorite hobby or activity. List all the items you use in that activity or
hobby. For each item, find out how chemistry has contributed to the creation or
better operation of that item.
c. Read the label on a prepared food product (for example: bread, cereal, dessert). List
all the ingredients in the product. Look up each ingredient on the Internet and write
down what that material is doing in the food product.
d. What do you consider to be the most important event to happen in chemistry
history? Why?
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e. Match the project with the proper chemistry discipline.

a. measuring mercury in 1. biochemistry

seawater

b. studying enzymes in cells 2. organic chemistry

c. measuring the electrical 3. inorganic chemistry

properties of solutions

d. synthesizing new carbon 4. physical chemistry

compounds

e. making new compounds for 5. analytical chemistry

energy processes
f. What does physical chemistry study? Name and describe a job you could get in this
field.
g. What does organic chemistry study? Name and describe a job you could get in this
field.
h. What does inorganic chemistry study? Name and describe a job you could get in
this field.
i. What does analytical chemistry study? Name and describe a job you could get in
this field.
j. What does biochemistry study? Name and describe a job you could get in this field.
3. Week 1 Assessment-Writing
a. Which area of chemistry would you most want to study? Why?
b. Please write at least one page describing which area of chemistry you find most
appealing. Setup page using MLA format (12 pt. font and double spaced).
4. Week 2 Assigned Reading
a. 1.4 Pure and Applied Chemistry
b. 1.5 Nature of Science
c. 1.6 Scientific Problem Solving
5. Week 2 Questions-10 Questions
a. What is pure research? Give an example of applied research.
b. What is applied research? Give one example of pure research.
c. Is it always easy to classify research as pure or applied? Explain your answer.
d. How is most scientific research carried out today and how is this research usually
supported?
e. How do scientists share their findings?
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f. What was the basic shortcoming of the Greek philosophers approach to studying the
material world? How did Aristotle improve the approach?
g. Define inductive reasoning and give an example.
h. Define deductive reasoning and give an example.
i. What is the difference between a hypothesis and a theory?
j. What is the difference between a theory and a law?
6. Week 2 Assessment
a. Create a google slides presentation that could be shared with others. This one will
not be shared but later on in the course you will be required to present.
b. In the area of chemistry you chose what type of jobs could you get? Which job
sounds most appealing? What types of problems would you have to solve at this
job? How would you go about beginning your research to solve the problem?
Where would you get the money to do your research? Would you work with a
team? How is chemistry used to do this job?
c. Example project https://goo.gl/of4fA0

Week 1 Assessment Rubric

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Week 2 Assessment Rubric

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Appendix B: Extra Data

Table 4. Week 1 Results for all students
Student Week 1 Week 1 Assessment-Writing Week 1
Questions (Out of 20 points) overall %
(Out of 10 points)

1 10 10 98%

2 7 15 78%

3 6.5 13 69%

4 8 17 64%

5 8.5 12 70%

6 5 15 73%

Average 75% 68% 75%

Table 5. Week 2 Results for all students

Student Week 2 Week 2 Assessment-Google Slides Week 2
Questions (Out of 50 points) overall %
(Out of 10 points)

1 9 -- --%

2 4 41 (24) 76%

3 5 17 44%

4 5 32 64%

5 5.5 35 70%

6 3.5 (2.5) 36 55%

Average 53% 64% 62%

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Appendix C: Sample Question Responses

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Sample 1: Student #2 Week 1 Question Response (Score=7/10)

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Sample 2: Student #2 Week 10 Question Responses (1st Submittal-Score=2/10)

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Sample 3: Student #2 Week 10 Question Responses (2nd Submittal-Score=8.5/10)

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Appendix D: Sample Assessments

Sample 4: Student #2 Week 2 Assessment. (1st Submittal)

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Student #2 Week 2 Assessment. (2nd Submittal-Score=/50)

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Sample 6: Student #6 Week 10 Assessment. Color code the periodic table based on assigned
directions. (Score=20/20)