Studying physics during the COVID-19 pandemic: Student perceptions on synchronous and asynchronous course formats and implications for the future

Ivanjek, Lana; Klein, Pascal; Geyer, Marie-Annette; Küchemann, Stefan; Jeličić, Katarina; Dahlkemper, Merten Nikolay; Sušac, Ana

doi:10.1103/physrevphyseducres.18.020149

Cited by 6 publications

(6 citation statements)

References 45 publications

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“…If they were to choose the type of teaching, it would be a mixture of asynchronous and synchronous formats. In a related fashion, the surveyed students in Chen et al [22] and Ivanjek et al [23] suggested adopting in future a flexible approach that blends a variety of delivery modes, e.g., in-person, online, and asynchronous to cater to individual preferences.…”

Section: Discussionmentioning

confidence: 99%

Emergency remote teaching in Russia: exploring the views of undergraduate language education students

Darzhinova,

Kekeeva

2023

P Sci Edu

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Introduction. In the wake of the Coronavirus disease (COVID-19) pandemic, universities around the world had been forced to urgently switch to emergency remote teaching (ERT) to ensure the health safety of students and staff. This situation revealed various problems, e.g., insufficient level of information infrastructure, the lack of online resources for learning, and the unwillingness of instructors to use digital educational platforms. The aim of this survey study was to explore how undergraduate students of language education programs in Russia perceived the process of transition to the ERT amid the COVID-19 pandemic and the corresponding difficulties and benefits. Materials and methods. The task force (inclusive of the two authors of this paper) of the Kalmyk State University developed the questionnaire “Attitudes of students to emergency remote teaching,” which was used in an online survey of 98 undergraduate students enrolled in five language education programs. The survey response rate was calculated to eliminate the non-response bias. Visualization of the obtained data was conducted using donut and pie charts, as well as a line graph. Results. It was found that 52,93% of the surveyed students had a positive impression about their learning amid the ERT. At the same time, the shift to the ERT reportedly did not alter the ideas about education among 47,90% of the respondents. If they were given a choice, 49,68% of the students would like to have a mix of synchronous and asynchronous learning. About 60% of the surveyed students noted that most instructors were proficient in technology at a level sufficient for effective remote teaching. More than half of the respondents (57,17%) named technical issues, e.g., Internet speed, poor connection quality, as major difficulties during the ERT. Among the advantages were named the opportunity to study in a comfortable environment (48,52%), saving time and money on commuting (43,84%), expansion of available resources and tools (43,02%), inter alia. The most popular answers regarding disadvantages of the ERT are the lack of student life and personal communication with other students (39,37%) and a large amount of independent work (32,62%). Conclusion. Language students in Russia were mostly positive about emergency distance teaching. Difficulties during emergency distance learning were related to low self-regulation, the unreliable nature of technology, and the lack of a suitable learning environment. The psychological difficulties the students encountered during this time may have interfered with their socialization and require further consideration in research.

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Section: Discussionmentioning

confidence: 99%

Emergency remote teaching in Russia: exploring the views of undergraduate language education students

Darzhinova,

Kekeeva

2023

P Sci Edu

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“…In recent years, the problem of distance teaching of general physics has been raised due to the Covid-19 pandemic [12][13][14][15][16][17][18].…”

Section: Literature Reviewmentioning

confidence: 99%

“…According to Ivanjek et al [17], the advantages of synchronous general physics course elements were the option to ask questions immediately, social connection with other students, and a defined schedule, while the most common advantages of asynchronous course elements were flexible time management and the possibility to watch videos at their own pace.…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching the asynchronous general physics course in a crisis context: a case study at Igor Sikorsky Kyiv Polytechnic Institute

Savchenko,

Chyzhska,

Shtofel

2024

Phys. Educ.

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The imposition of martial law and power outages in Ukraine made the first semester of the 2022/2023 academic year at Igor Sikorsky Kyiv Polytechnic Institute a challenge for lecturers and students, especially in learning the general physics course. An asynchronous learning mode became the only possible form in such a situation, so the problem of increasing the efficiency of conducting a lecture, problem sessions, and laboratory work in general physics arose. This study aims to describe the implementation of the discipline of general physics (part 1) promoted in an asynchronous mode by lecturers of the Department of General Physics and Modeling of Physical Processes. We verified that in crisis conditions, it is essential to: (i) provide students with all the necessary material on Moodle course and YouTube channel, allowing them to learn the theoretical material, solve the homework problems, and analyse the data from laboratory work, (ii) give feedback and consultations to students via Zoom/Telegram chat upon request, (iii) give the possibility to perform the laboratory work both in the virtual regime and as YouTube demonstration. The results of the survey of 82 students who studied the general physics course taking into account the recommendations mentioned above revealed that the majority of the surveyed students were completely/to a greater extent satisfied with the level of organisation of asynchronous learning, as well as the level of knowledge obtained, which undoubtedly indicates the effectiveness and efficiency of the proposed approach.

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“…Even though interviews are usually conducted in social sciences studies, researchers in the field of natural sciences have also employed interviews as part of the data collection procedures in their research. For instance, Ivanjek et al conducted both a semi-structured interviews with 16 physics students from five universities across Europe 17 . The interview was conducted online, as asked about their perspective on various topics such as feelings towards online courses, their attitude towards synchronous and asynchronous teaching, and comparing between physical teaching and online teaching 17 .…”

Section: Conducting the Interview With Facultymentioning

confidence: 99%

“…For instance, Ivanjek et al conducted both a semi-structured interviews with 16 physics students from five universities across Europe 17 . The interview was conducted online, as asked about their perspective on various topics such as feelings towards online courses, their attitude towards synchronous and asynchronous teaching, and comparing between physical teaching and online teaching 17 . To ascertain how COVID-19 pandemic have on students' and teachers' perspective of their learning and teaching experience, Broad et.…”

Section: Conducting the Interview With Facultymentioning

confidence: 99%

An Interdisciplinary Study of Perceptions, Efficacy, and Adaptation in Pandemic Pedagogy Supported by the Institutional Data Lake

Han,

Pua,

Fung

2024

Preprint

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The COVID-19 pandemic forced a sudden shift to online learning in Physics and Chemistry in Singapore. As restrictions eased, researchers explored its impact through interviews with instructors and analysis of student data made available through a data lake managed by the National University of Singapore’s Institute for Applied Learning Sciences and Educational Technology. Interviews focused on instructor adaptation and beliefs about online teaching, while the data investigated student perceptions and changes in teaching efficacy pre- and post-pandemic.

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Studying physics during the COVID-19 pandemic: Student perceptions on synchronous and asynchronous course formats and implications for the future

Cited by 6 publications

References 45 publications

Emergency remote teaching in Russia: exploring the views of undergraduate language education students

Emergency remote teaching in Russia: exploring the views of undergraduate language education students

Teaching the asynchronous general physics course in a crisis context: a case study at Igor Sikorsky Kyiv Polytechnic Institute

An Interdisciplinary Study of Perceptions, Efficacy, and Adaptation in Pandemic Pedagogy Supported by the Institutional Data Lake

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