Social Learning in Remote and In-Person Undergraduate Physics Laboratories

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Rosen, Drew
Titel	Social Learning in Remote and In-Person Undergraduate Physics Laboratories
Quelle	(2021), (99 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Stony Brook
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-6587-5
Schlagwörter	Hochschulschrift; Dissertation; Undergraduate Students; Cooperative Learning; Electronic Learning; Online Courses; Distance Education; Physics; Science Laboratories; Introductory Courses; Socialization; Epistemology; Help Seeking; Conventional Instruction; Gender Differences; Hands on Science; Student Attitudes; Laboratory Training; Preferences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kooperatives Lernen; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Physik; Einführungskurs; Socialisation; Sozialisation; Erkenntnistheorie; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Geschlechterkonflikt; Schülerverhalten; Laborkunde
Abstract	This dissertation examines, in three studies, undergraduate student experiences in social aspects of online learning when conducting remote physics laboratories. The first quantitative, observational study examined introductory students' epistemological, socialization, and help seeking views (N=998). Parametric and nonparametric tests indicated no statistical differences between remote and in-person students with regard to epistemological and help seeking views. However, in-person students valued the social aspects of their laboratory classwork more than their remote counterparts. Gender differences in epistemological and help seeking beliefs were identified; women were more likely to have positive views of the value of socialization and help seeking. This study provides insights into the feasibility of online, hands-on laboratory experiences to meet the epistemic goals of in-person laboratory instruction, however, students who value help-seeking and socialization may prefer in-person physics laboratory instruction. The second quantitative, observational study examined students' (N=697) perspectives of socialization with their peers and their instructors as well as their physics laboratory self-efficacy through a social learning lens. Analysis of variance indicated significant differences between remote and in-person students. Remote students experienced weaker levels of engagement with instructors than in-person students with a medium to large effect size. In-person students experienced a stronger sense of engagement with peers than remote students, and remote students who connected with one another experienced more social engagement than remote students who did not; this was with a large effect size. Many remote students were able to connect with one another on their own, although those who did experienced lower self-efficacy than their in-person counterparts, with a small effect size. Isolated remote students did not show a statistical difference in their physics laboratory self-efficacy from their remote-networking nor their in-person counterparts. Correlations between factors showed instructor interactions most closely correlated to physics laboratory self-efficacy. Consequently, remote courses may require formal mechanisms for connecting students and instructors within online communities. The third mixed methods study examined students' participatory behavior in the remote physics laboratory through a communities of practice and sociocognitive lens. Students' perceived interactivity with one another and physics laboratory self-efficacy were compared among students in contributing, lurking, and outsider roles (N=272). There were significant differences among all three groups with regard to social learning perspectives and significant differences in physics laboratory self-efficacy between lurkers and contributors. Students who lurked exhibited a lower self-efficacy. Many outsiders indicated they did not participate due their belief that belonging to a community of practice was unnecessary for their academic success. While laboratory coursework has traditionally required all students to contribute to the learning process in a community of practice, participation may still occur in remote laboratories either with or without active contributions to discussions; furthermore, outsiders may not believe that any participation is necessary to meet performance expectations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01