Synchronous versus Asynchronous Online Teaching of Physics during the COVID-19 Pandemic

Autor/in	Guo, Siming
Titel	Synchronous versus Asynchronous Online Teaching of Physics during the COVID-19 Pandemic
Quelle	In: Physics Education, 55 (2020) 6, Artikel 065007 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guo, Siming)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
Schlagwörter	Physics; Distance Education; Science Instruction; COVID-19; Pandemics; Pretests Posttests; Synchronous Communication; Asynchronous Communication; Student Surveys; Student Attitudes; Science Tests; Grades (Scholastic); Difficulty Level; Teaching Methods; Attendance; Comparative Analysis; Undergraduate Students; Introductory Courses; Active Learning + Suchen Sie Ihr Suchwort? Physik; Distance study; Distance learning; Fernunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerbefragung; Schülerverhalten; Notenspiegel; Schwierigkeitsgrad; Teaching method; Lehrmethode; Unterrichtsmethode; Anwesenheit; Einführungskurs; Aktives Lernen
Abstract	This study compares synchronous versus asynchronous online teaching in an introductory calculus-based physics class. Like many schools, our institution transitioned to online teaching during the COVID-19 pandemic. We held optional synchronous online sessions during the original class time, and approximately half of our students were regular attendees. In the study, we look at how students' grades changed after the transition. While students who attended the synchronous sessions saw an average test grade drop of 3.5%, students who did not attend saw a drop of 14.5%. The students who attended also saw a larger gain the standard Force Concept Inventory pre/post assessment: 56% versus 43%. We also created a survey to gauge the students' perceptions of the course difficulty and workload. The survey showed that students who did not attend the synchronous sessions found the course more difficult and felt they spent more time on the class than those who attended. These findings lead to our recommendation that future online offerings should require mandatory synchronous participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01