Shifts in STEM Student Perceptions of Online Classes across 18 Months

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH
Yunfei Hou, A. Ghasemkhani, Hani Aldirawi, Miranda M. McIntyre, Montgomery Van Wart
{"title":"Shifts in STEM Student Perceptions of Online Classes across 18 Months","authors":"Yunfei Hou, A. Ghasemkhani, Hani Aldirawi, Miranda M. McIntyre, Montgomery Van Wart","doi":"10.1080/08923647.2022.2121521","DOIUrl":null,"url":null,"abstract":"Prior to the COVID-19 pandemic, Computer Science and STEM-related fields were among the most resistant to online courses. This is because of a perception of the need for more hands-on instruction with labs, clinicals, field studies, etc. Additionally, many STEM students had perceptions based on limited experience of an online STEM course. Therefore, investigating how the pandemic affected students’ perceptions over time is very important. This study investigates the evolution of student perceptions after one and a half years relative to synchronous courses, asynchronous courses, overall satisfaction with online courses, and lab and project-based courses. Our analysis is based on two surveys conducted in the Spring 2020 and Spring 2021 terms, i.e., the first and last semesters that the university converted to a fully online mode. We hypothesize why there were significant empirical shifts in some areas and not in others, and make recommendations based on the qualitative student responses relative to best, acceptable, and poor practices. Our main findings include: 1) Students’ perceptions of online classes have improved but are far from equivalent for a lot of the students. 2) Lab resources have improved a great deal, but lab experiences have only improved modestly. 3) Although students’ preference between synchronous and asynchronous online modalities were evenly divided, it did not significantly affect students’ perception of their learning experience. 4) Grading policies have left many students anxious and confused. Recommendations are provided at the end of the paper. [ FROM AUTHOR] Copyright of American Journal of Distance Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":" ","pages":""},"PeriodicalIF":1.2000,"publicationDate":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Distance Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08923647.2022.2121521","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Prior to the COVID-19 pandemic, Computer Science and STEM-related fields were among the most resistant to online courses. This is because of a perception of the need for more hands-on instruction with labs, clinicals, field studies, etc. Additionally, many STEM students had perceptions based on limited experience of an online STEM course. Therefore, investigating how the pandemic affected students’ perceptions over time is very important. This study investigates the evolution of student perceptions after one and a half years relative to synchronous courses, asynchronous courses, overall satisfaction with online courses, and lab and project-based courses. Our analysis is based on two surveys conducted in the Spring 2020 and Spring 2021 terms, i.e., the first and last semesters that the university converted to a fully online mode. We hypothesize why there were significant empirical shifts in some areas and not in others, and make recommendations based on the qualitative student responses relative to best, acceptable, and poor practices. Our main findings include: 1) Students’ perceptions of online classes have improved but are far from equivalent for a lot of the students. 2) Lab resources have improved a great deal, but lab experiences have only improved modestly. 3) Although students’ preference between synchronous and asynchronous online modalities were evenly divided, it did not significantly affect students’ perception of their learning experience. 4) Grading policies have left many students anxious and confused. Recommendations are provided at the end of the paper. [ FROM AUTHOR] Copyright of American Journal of Distance Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
18个月来STEM学生对在线课程看法的转变
在COVID-19大流行之前,计算机科学和stem相关领域是最抵制在线课程的领域之一。这是因为人们认为需要在实验室、临床、实地研究等方面进行更多的实践教学。此外,许多STEM学生的看法是基于有限的在线STEM课程经验。因此,调查大流行如何随着时间的推移影响学生的观念是非常重要的。本研究调查了一年半后学生对同步课程、异步课程、在线课程总体满意度以及实验和项目课程的看法演变。我们的分析是基于在2020年春季和2021年春季学期进行的两项调查,即大学转为完全在线模式的第一学期和最后一个学期。我们假设为什么在某些领域有重大的经验转变,而在其他领域没有,并根据学生的定性反应提出建议,这些反应与最佳、可接受和糟糕的实践有关。我们的主要发现包括:1)学生对在线课程的看法有所改善,但对很多学生来说还远远不够。2)实验室资源有了很大的改善,但实验室的经验只得到了适度的改善。3)尽管学生对同步和异步在线模式的偏好各占一半,但对学生的学习体验感知没有显著影响。评分政策让许多学生感到焦虑和困惑。在论文的最后提出了建议。《美国远程教育杂志》版权归Taylor & Francis有限公司所有,未经版权所有者明确书面许可,其内容不得复制或通过电子邮件发送到多个网站或发布到listserv。但是,用户可以打印、下载或通过电子邮件发送文章供个人使用。这可以删节。对副本的准确性不作任何保证。用户应参阅原始出版版本的材料的完整。(版权适用于所有人。)
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
American Journal of Distance Education
American Journal of Distance Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.20
自引率
3.10%
发文量
30
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信