Case Study: Reflection of COVID-19 on Teaching Physics for Undergraduate Students

Ewiss, M. A. Zaki

doi:10.26855/er.2020.12.001

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…Many may immediately retreat to the traditions of the physical classroom. But for others, the forced shift to online education is a moment of change and a time to reimagine how education could be delivered [2,3]. As institutions reflect on this, it is important to share the experiences and lessons during COVID-19 and compare the online versus F2F modes.…”

Section: Introductionmentioning

confidence: 99%

Online versus face-to-face learning in introductory university physics following COVID-19

Fouad¹,

Austin²,

Kryger³

et al. 2021

Phys. Educ.

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The use of technology in higher education science classrooms rose significantly in the advent of the COVID-19 pandemic. In many universities, academic programs including introductory physics classes were taken online. Some institutions adopted online learning but also maintained face-to-face (F2F) laboratories when COVID-19 restrictions began to ease. Here, the effectiveness of the online learning approach in comparison with F2F learning is explored. The percentage difference in performance for students who took the online introductory physics course, Physics for Scientists and Engineers, versus that of students simultaneously taking the same course F2F is reported. This is done both across different sections taught by different instructors, and for the same course taught online versus F2F by the same professor. Furthermore, a short survey was conducted to assess the student learning experience and opinion about online and F2F learning. The results show equal or better overall performance for online learning with 4.2% higher performance when comparing results across different sections taught by different instructors. A similar 6.1% performance improvement was seen when comparing results across different sections taught by the same instructor. In contrast with the performance outcomes, the survey results indicate that about 72% of students prefer F2F compared to online learning. The findings provide a useful reference as many institutions and programs transition back to more standard F2F or hybrid learning modes. The benefits and drawbacks of each mode are discussed in the specific context of student preferences and challenges faced in online learning during COVID-19.

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Section: Introductionmentioning

confidence: 99%

Online versus face-to-face learning in introductory university physics following COVID-19

Fouad¹,

Austin²,

Kryger³

et al. 2021

Phys. Educ.

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show abstract

“…The finding that math grades did not differ between online and face‐to‐face mediums, which had also been reported by AbdelSalam et al (2021), along with the null or weak results of correlational analyses are not to be interpreted as suggesting that math competency did not play a key role in physics performance. Math is key to problem‐solving in physics (Ewiss, 2020). In the selected course, after reading a test question students had to arrange the available data, determine what was required, write out the theoretical information needed to solve the problem, and then apply it.…”

Section: Discussionmentioning

confidence: 99%

Lesson learned from the pandemic for learning physics

Al‐Zohbi

Pilotti

Barghout

et al. 2022

Computer Assisted Learning

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Background Valuable safeguards against fast‐spreading conjectures about learning in times of fear and uncertainty are evidence‐based approaches to the assessment of the impact of sudden and unforeseen disruptions on learning practices. The present research focused on physics learning in such times because conceptual and computational literacy in physics is critical to the development of a scientifically and technologically literate society. Objectives The present research aimed (a) to offer an objective assessment of whether performance differences in a physics course of the general education curriculum existed between the face‐to‐face medium (familiar mode of instruction) and the online medium (unfamiliar mode of instruction) for both male and female students, and then (b) to develop a response to the evidence collected to ensure a quality education for all parties involved. The research intended to fill two critical gaps in the extant literature: mixed findings concerning students' performance in the face‐to‐face and online mediums as well as scarce coverage of specific domains of knowledge that are critical to STEM learners. Methods Students' performance was examined as a function of the type of assessment (formative and summative), instructional mode (online and face‐to‐face), and gender. An understudied student population of STEM students of Middle Eastern descent without prior formal exposure to online instruction was targeted. Results and Conclusions In both formative and summative assessments, male students performed better online than face‐to‐face, whereas the performance of female students was either higher online or equivalent between instructional mediums. The evidence collected suggested that consideration be given to remedies that foster academic success in the face‐to‐face instructional medium, particularly for male students. Takeaways An evidence‐based approach to learning dismantled emotion‐driven expectations regarding the impact of the online medium on physics learning, and encouraged new perspectives about instruction.

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Student difficulties in the characteristics of mechanical waves: A case study of online learning in the Covid-19 pandemic era

Wulandari

Kusairi

Sutopo

2022

AIP Conference Proceedings

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Case Study: Reflection of COVID-19 on Teaching Physics for Undergraduate Students

Cited by 3 publications

References 9 publications

Online versus face-to-face learning in introductory university physics following COVID-19

Online versus face-to-face learning in introductory university physics following COVID-19

Lesson learned from the pandemic for learning physics

Student difficulties in the characteristics of mechanical waves: A case study of online learning in the Covid-19 pandemic era

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