Comparing Online and Traditional Student Engagement and Perceptions of Undergraduate Research
Comparing Online and Traditional Student Engagement and Perceptions of Undergraduate Research
复制标题
比较在线和传统学生的参与度以及对本科生研究的看法
DOI：
--
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
D. Roberts
中科院分区：
文献类型：
--
作者：
E. Faulconer;J. Griffith;Zachary Dixon;D. Roberts
本科生的研究通过加强技能、提供专业成长和提高留存能力而使学生受益。然而，存在着重大障碍，包括对机会的认识不足、限制性的文化规范和资源限制。在线教育的激增可能会增加障碍，无论是真实的还是感知的。本研究比较了本科生与传统学生的参与率和知觉障碍。调查结果表明，在自我报告的参与度或总体研究兴趣方面没有显著差异。尽管在线教育存在固有的结构性限制，但受访者对获得机会、物质资源或人力资源的看法没有显著差异。在对研究机会的认识方面存在显著差异。尽管特定机构的调节因素可能会影响结果，但这些信息对于旨在增加本科生机会和意识的战略规划是有价值的。
Undergraduate research benefits students by strengthening skills, providing professional growth, and improving retention. Yet significant barriers exist, including low awareness of opportunities, restrictive cultural norms, and resource constraints. The proliferation of online education potentially increases barriers, both real and perceived. This study compared participation rates and perceived barriers between undergraduate distance and traditional students. Survey results indicated no significant differences in self-reported participation or overall interest in research. Despite inherent structural limitations of online education, there were no significant differences in the respondents’ perceptions of access to opportunities, physical resources, or human resources. Significant differences were seen regarding awareness of research opportunities. Although institution-specific moderating factors may influence results, this information is valuable for strategic planning aimed at increasing opportunities and awareness for undergraduates.