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2021 ◽  
Vol 20 (4) ◽  
Author(s):  
Tasneem F. Mohammed ◽  
Erika M. Nadile ◽  
Carly A. Busch ◽  
Danielle Brister ◽  
Sara E. Brownell ◽  
...  

This study of 2111 undergraduates examined the impact of online science courses on their anxiety. More than 50% of students reported experiencing at least moderate anxiety in online science courses. Aspects of online learning that increase and decrease anxiety are identified, and actions that instructors can take to lessen anxiety in online science courses are offered.


2021 ◽  
Author(s):  
Marko Lubarda ◽  
Nathan Delson ◽  
Curt Schurgers ◽  
Maziar Ghazinejad ◽  
Saharnaz Baghdadchi ◽  
...  

2021 ◽  
Vol 14 (4) ◽  
pp. 809-824
Author(s):  
Francisco Buitrago-Flórez ◽  
◽  
Oscar González-Rojas ◽  
Andrea Herrera ◽  
Maria Camila Romero ◽  
...  

2021 ◽  
Vol 11 (9) ◽  
pp. 549
Author(s):  
Charles T. Cox ◽  
Nicole Stepovich ◽  
Alexandra Bennion ◽  
Jessie Fauconier ◽  
Nicole Izquierdo

The rapid shift from face-to-face to remote instruction in 2020 has resulted in recalibration of lecture and laboratory pedagogy. This research analyzed the impact of remote learning on student motivation and sense of belonging in large enrollment chemistry courses. Student responses were parsed according to specific demographics including gender, academic standing, first-generation status, and ethnicity. Research objectives included the analysis of how remote learning impacted specific demographics to develop guidelines for best practices moving forward for hybrid or online courses. Our findings show that second year students (sophomores) were the most impacted of the academic standing cohorts. Sophomores reported a statistically greater change in motivation after the start of the semester and statistically lower satisfaction with their performance on assignments. Females reported statistically lower motivation and a statistically lower sense of belonging in the course and science, technology, engineering, and mathematics (STEM) fields. Black/African students reported a statistically lower motivation for remote learning than Asian/Pacific Islander and White/Caucasian students. Finally, both White/Caucasian and Black/African students reported a statistically lower sense of belonging in the course and in STEM fields than Asian/Pacific islander students. Finally, statistical differences were not observed based upon first-generation status. The research indicates that students were differentially impacted by the shift to remote learning. From these findings, a stronger understanding of how specific demographics are differentially impacted by remote learning in STEM courses is provided, granting greater insight into best practices moving forward.


2021 ◽  
Vol 20 (3) ◽  
pp. ar36
Author(s):  
Logan E. Gin ◽  
Frank A. Guerrero ◽  
Sara E. Brownell ◽  
Katelyn M. Cooper

This article explores how the rapid transition to online instruction as a result of the COVID-19 pandemic affected students with disabilities. Findings suggest challenges related to access to existing accommodations, unique challenges in the online environment, and factors that prevented students from being properly accommodated in STEM courses.


2021 ◽  
Vol 45 (3) ◽  
pp. 454-460
Author(s):  
Aditi Marwaha ◽  
Marjan Zakeri ◽  
Sujit S. Sansgiry ◽  
Samina Salim

Students’ course performance is fundamental for any institution to carry out its academic mission. Often, in-class disengagement and lack of after-class course support in large-enrollment classes trigger academic problems for students. This leads to poor exam performance and an increased rate of final letter grade of a D or F or student withdrawal (DFW), an indicator of students’ poor academic success. Changing teaching strategies by using interventions that incorporate student-student interaction and student-faculty interaction may offer the opportunity to improve course performance. In this retrospective study, we examined the effect of changing teaching strategies on student course performance of 5,553 students enrolled in an undergraduate health sciences course over a span of 20 semesters. Three different interventions namely 1) daily low-stake in-class quizzes, 2) team-based learning, and 3) after-class review sessions were incorporated as teaching strategies. To assess the combined effect of these strategies’ students’ performance in the intervention period (12 semesters) was compared with control period (8 semesters). Student performance in the course was measured by exam grades; overall score; percentage of students receiving letter grades and A, B, C; and DFW rates. The data indicated that in the intervention period, exam scores increased by 6.6%, overall course score increased by 6.2%, percentage of students receiving letter grade A/B increased by 21.3%, percentage of students receiving letter grade C decreased by 6.9%, and the DFW rates decreased by 14.5%. Overall, changing teaching strategies through incorporation of these interventions improved students’ performance in the course.


2021 ◽  
Author(s):  
Matías Piña ◽  
Isabel Hilliger ◽  
Jorge Baier ◽  
Constanza Melian ◽  
Cristian Ruz ◽  
...  
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