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Studying Physics during the COVID-19 Pandemic: Student Perceptions on Synchronous and Asynchronous Course Formats and Implications for the Future

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Title: Studying Physics during the COVID-19 Pandemic: Student Perceptions on Synchronous and Asynchronous Course Formats and Implications for the Future
Language: English
Authors: Ivanjek, L. (ORCID 0000-0001-5299-755X), Klein, P. (ORCID 0000-0003-3023-1478), Geyer, M.-A (ORCID 0000-0002-8411-2290), Küchemann, S. (ORCID 0000-0003-2729-1592), Jelicic, K. (ORCID 0000-0002-7072-9388), Dahlkemper, M. N. (ORCID 0000-0002-4453-056X), Susac, A. (ORCID 0000-0002-0554-4088)
Source: Physical Review Physics Education Research. Jul-Dec 2022 18(2).
Availability: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Physics, Science Instruction, COVID-19, Pandemics, School Closing, Online Courses, College Students, Student Attitudes, Synchronous Communication, Asynchronous Communication, Teaching Methods, Correlation, Interaction, Time Factors (Learning), Preferences, In Person Learning, Instructional Effectiveness, Group Activities, Foreign Countries, Self Management
Geographic Terms: Austria, Croatia, Germany
DOI: 10.1103/PhysRevPhysEducRes.18.020149
ISSN: 2469-9896
Abstract: To investigate how physics students perceived the sudden shift to online learning at the beginning of COVID-19 pandemic, 18 semistructured interviews were conducted with university students in Austria, Croatia, and Germany. Based on the interviews, a questionnaire was developed and data from N ¼ 578 physics students from five universities in Germany, Austria, and Croatia were gathered. In this paper, we report how students perceived synchronous and asynchronous physics lessons, how their perception correlates with their self-organization skills, which activities and teaching methods were perceived as helpful, and what are the implications for future physics courses. The most common advantages of synchronous course elements reported by students were the possibility to immediately ask questions, the feeling of community and interaction with other students, and the defined daily structure, whereas the most common advantages of asynchronous course elements reported were flexible time management and the possibility to watch videos at their own pace. The data indicate a correlation between preference for synchronous courses and their general self-organization, so instructors should be aware of this connection when planning future courses. Face-to-face lectures at university were perceived as the most helpful course element, followed by the recorded lectures from the instructor and the group work on the assignments, projects, and problems with other students. Furthermore, our results suggest that most students would in the future like to preserve the upload of learning materials and recorded video of the lectures in addition to classroom lectures. Overall, the results of this study suggest that both synchronous and asynchronous course elements should be combined in future online and in-person physics courses.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1376494
Database: ERIC
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  Data: Studying Physics during the COVID-19 Pandemic: Student Perceptions on Synchronous and Asynchronous Course Formats and Implications for the Future
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  Data: <searchLink fieldCode="AR" term="%22Ivanjek%2C+L%2E%22">Ivanjek, L.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5299-755X">0000-0001-5299-755X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Klein%2C+P%2E%22">Klein, P.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3023-1478">0000-0003-3023-1478</externalLink>)<br /><searchLink fieldCode="AR" term="%22Geyer%2C+M%2E-A%22">Geyer, M.-A</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8411-2290">0000-0002-8411-2290</externalLink>)<br /><searchLink fieldCode="AR" term="%22Küchemann%2C+S%2E%22">Küchemann, S.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2729-1592">0000-0003-2729-1592</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jelicic%2C+K%2E%22">Jelicic, K.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7072-9388">0000-0002-7072-9388</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dahlkemper%2C+M%2E+N%2E%22">Dahlkemper, M. N.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4453-056X">0000-0002-4453-056X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susac%2C+A%2E%22">Susac, A.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0554-4088">0000-0002-0554-4088</externalLink>)
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  Data: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Synchronous+Communication%22">Synchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Asynchronous+Communication%22">Asynchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Factors+%28Learning%29%22">Time Factors (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Activities%22">Group Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Austria%22">Austria</searchLink><br /><searchLink fieldCode="DE" term="%22Croatia%22">Croatia</searchLink><br /><searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Data: 10.1103/PhysRevPhysEducRes.18.020149
– Name: ISSN
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  Data: 2469-9896
– Name: Abstract
  Label: Abstract
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  Data: To investigate how physics students perceived the sudden shift to online learning at the beginning of COVID-19 pandemic, 18 semistructured interviews were conducted with university students in Austria, Croatia, and Germany. Based on the interviews, a questionnaire was developed and data from N ¼ 578 physics students from five universities in Germany, Austria, and Croatia were gathered. In this paper, we report how students perceived synchronous and asynchronous physics lessons, how their perception correlates with their self-organization skills, which activities and teaching methods were perceived as helpful, and what are the implications for future physics courses. The most common advantages of synchronous course elements reported by students were the possibility to immediately ask questions, the feeling of community and interaction with other students, and the defined daily structure, whereas the most common advantages of asynchronous course elements reported were flexible time management and the possibility to watch videos at their own pace. The data indicate a correlation between preference for synchronous courses and their general self-organization, so instructors should be aware of this connection when planning future courses. Face-to-face lectures at university were perceived as the most helpful course element, followed by the recorded lectures from the instructor and the group work on the assignments, projects, and problems with other students. Furthermore, our results suggest that most students would in the future like to preserve the upload of learning materials and recorded video of the lectures in addition to classroom lectures. Overall, the results of this study suggest that both synchronous and asynchronous course elements should be combined in future online and in-person physics courses.
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