Effects of emergency remote instruction during the COVID-19 pandemic on university physics students in Italy
Effects of emergency remote instruction during the COVID-19 pandemic on university physics students in Italy
复制标题
COVID-19 大流行期间紧急远程教学对意大利大学物理系学生的影响
DOI：
10.1103/physrevphyseducres.17.020130
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发表时间：
2021
影响因子：
3.1
通讯作者：
I. Testa
中科院分区：
文献类型：
--
作者：
I. Marzoli;Arturo Colantonio;C. Fazio;M. Giliberti;U. Scotti di Uccio;I. Testa
我们抽样调查了362名意大利大学物理专业的学生，让他们回顾评估自己因新冠肺炎爆发而使用紧急远程教学的经历。我们观察了他们的心理健康状况、学习物理的动机、学术取向、对物理和物理学家的态度，并试图将这些因素与他们对在线教学的整体感知联系起来。我们的结果表明，人们对在线课程的组织和有效性普遍赞赏。然而，在线教学对同伴之间以及与教师之间的参与和互动产生了负面影响。在我们的样本中，只有22%的学生抱怨远程教学带来的心理困扰。尽管如此，我们发现，兴趣和认可度等动机维度显著减少。紧急远程教学也挑战了学生的自我调节、自我效能感和敬业度。最后，对未来的不确定性导致了对物理、学习成绩和工作前景的更加悲观的态度。
We surveyed a convenience sample of 362 Italian university physics students, asking them to retrospectively assess their experience of emergency remote instruction due to the COVID-19 outbreak. We looked at their psychological well being, motivation for physics, academic orientation, attitude towards physics and physicists, and tried to link these factors to their overall perception of the online instruction. Our results show a general appreciation for the organization and effectiveness of online courses. However, online teaching negatively impacted on engagement and interaction between peers and with the instructors. Only 22% of students in our sample complained of the psychological distress due to remote instruction. Nonetheless, we found a significant decrease in motivational dimensions, such as interest and recognition. Emergency remote instruction also challenged the students’ self-regulation, self-efficacy, and engagement. Finally, the uncertainty about the future resulted in a more pessimistic attitude towards physics, academic performance, and job perspectives.
影响因子：
3.7
作者：
Browning MHEM;Larson LR;Sharaievska I;Rigolon A;McAnirlin O;Mullenbach L;Cloutier S;Vu TM;Thomsen J;Reigner N;Metcalf EC;D'Antonio A;Helbich M;Bratman GN;Alvarez HO
通讯作者：
Alvarez HO