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Abstract: This empirical study examined teacher self-reported participation (using or not using) and engagement (posting or lurking) in the online Advanced Placement (AP) Teacher Communities (APTC) coinciding with the redesigned AP Biology, Chemistry, and Physics exams and curricula. Prior analyses indicated that APTC participation has positive, direct associations towards teacher practice and students’ scores, motivating further exploration. Based on teacher self-reported data, this analysis suggested that significant differences in teacher, teaching, and school characteristics predicted whether a a teacher was using or not using the APTC. However, there were not substantive differences in most characteristics between the types of engagement, such as lurking and posting. Insights about teacher learning from online peer communities in this study might generalize to other national shifts in curriculum and assessment, such as the Next Generation Science Standards or Common Core State Standards.
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Mixed methods study of student participation and self-efficacy in remote asynchronous undergraduate physics laboratories: contributors, lurkers, and outsiders
Abstract BackgroundWhile laboratory practices have traditionally been conducted in-person, online asynchronous laboratory learning has been growing in popularity due to increased enrollments and the recent pandemic, creating opportunities for accessibility. In remote asynchronous learning environments, students have more autonomy to choose how they participate with other students in their laboratory classes. Communities of practice and self-efficacy may provide insights into why students are making their participation choices and how they are interacting with peers in asynchronous physics laboratory courses. ResultsIn this mixed methods, explanatory sequential study, students in an introductory physics remote asynchronous laboratory (N = 272) were surveyed about their social learning perceptions and their physics laboratory self-efficacy. Three groups of students were identified based upon their self-reported participation level of communication with peers in asynchronous courses: (1)contributors, who communicated with peers via instant messaging software and posted comments; (2)lurkers, who read discussions on instant messaging software without posting comments; and (3)outsiders, who neither read nor posted comments to peer discussions. Analysis of variance with post hoc Tukey tests showed significant differences in social learning perceptions among contributors, lurkers, and outsiders, with a large effect size, and differences between contributing and lurking students’ self-efficacy, with a small effect size. Qualitative findings from open-ended survey responses indicated contributors felt the structure of the learning environment, or their feeling of connectedness with other students, facilitated their desire to contribute. Many lurkers felt they could get what they needed through vicarious learning, and many expressed their lack of confidence to post relevant, accurate comments. Outsiders felt they did not have to, did not want to, or could not connect with other students. ConclusionsWhile the classroom laboratory traditionally requires all students to participate in the learning process through active socialization with other students, students in a remote asynchronous laboratory may still gain the benefits of participation through lurking. Instructors may consider lurking in an online or remote science laboratory as a legitimate form of participation and engagement.
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- Award ID(s):
- 2142587
- PAR ID:
- 10483309
- Publisher / Repository:
- International Journal of STEM Education
- Date Published:
- Journal Name:
- International Journal of STEM Education
- Volume:
- 10
- Issue:
- 1
- ISSN:
- 2196-7822
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript
- Journal Article:
- https://doi.org/10.1186/s40594-023-00428-5
