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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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Centering and marginalization in introductory university physics classrooms
IntroductionResearch-based instructional strategies in physics promote active participation in collaborative activities as a primary means for students to construct understanding. Discussions of physics content are also negotiations of social relations. MethodsVideo analysis of small-group collaborative learning activities in introductory physics classrooms at three different universities, using situated learning theory analyses that include a critical consciousness lens. ResultsStudents’ ability to actively participate in sensemaking may be limited by their peripheral or marginalized position. Some people seem to be centered (or marginalized) for reasons other than the strength of their physics reasoning, and some people’s contributions are elevated (or neglected) for reasons other than their scientific merit. DiscussionSome of the behavioral patterns that we observe typify racialized and gendered interactions that are common in broader U.S. society.
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- Award ID(s):
- 1760761
- PAR ID:
- 10525915
- Publisher / Repository:
- Frontiers in Education
- Date Published:
- Journal Name:
- Frontiers in Education
- Volume:
- 8
- ISSN:
- 2504-284X
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3389/feduc.2023.964699
