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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. 

This research was a qualitative transcendental phenomenological exploration of astronomy identity formation among astronomy majors and physics majors engaged in astronomy research. Participants (N=10), all of whom identified with traditionally marginalized groups in astronomy, were recruited from two large universities in New York State at different stages in their undergraduate careers. Social cognitive career theory and several STEM identity frameworks conceptually guided the analysis of astronomy identity for undergraduate majors and undergraduate astronomy researchers by exploring participants’ interest in, choice to study, and persistence in astronomy. Themes related to astronomy interest were popular culture and directly observing astronomical phenomena, while astronomy choice and persistence were facilitated by experiences in introductory coursework, recognition from faculty, and socializing with peers. The emergent astronomy identity framework was characterized by six distinct yet interrelated constructs: (1) interest in astronomy, typically rooted in observing naturally occurring phenomena and engaging with popular culture; (2) recognition from peers, experts, and families; (3) peer socialization about shared astronomy experiences; (4) competence, or the belief one can do the work of an astronomer; (5) sense of belonging within the astronomical community; and (6) astronomy career expectations. Findings from this research provide insights on factors that influence undergraduates in four-year colleges to study astronomy, and how students’ past experiences may lead to a natural interest in astronomy that may be fostered in secondary and post-secondary contexts. Implications suggest departments and institutions may facilitate the accessibility of astronomy at the collegiate level by promoting a more inclusive astronomy community, fostering interactions with astronomy faculty and graduate students, providing opportunities for undergraduate research, and communicating expectancy for astronomy-related future careers.