Pivoting Physics Labs Online Supplementary Material - Data

The COVID-19 pandemic forced introductory lab courses to shift to an online format. This implementation involved a shift in emphasis in learning goals towards transferable lab skills and involved a range of activities, including PhET simulations, video data collection, analysis of data sets, and open-ended free response conceptual questions. In this study, we examined student perceptions of aspects of the online lab activities and learning outcomes. We find that synchronous attendance is more likely to produce positive learning outcomes and that activities associated with data analysis are perceived to be more difficult. We discuss structural flaws with the learning management systems that can exacerbate student perceptions.

新型冠状病毒肺炎（COVID-19）疫情迫使入门级实验课程转向线上教学模式。此次转型将学习目标的侧重点调整为可迁移的实验技能，并涵盖了一系列教学活动，包括PhET仿真实验、视频数据采集、数据集分析以及开放式自由作答的概念性问题。本研究针对学生对线上实验活动各环节及学习成果的认知展开调研，结果发现：同步参与实验活动更易促成积极的学习成果，而与数据分析相关的实验活动则被学生普遍认为难度更高。此外，本研究还探讨了学习管理系统（Learning Management System，LMS）存在的结构性缺陷，这类缺陷会进一步加重学生的负面认知体验。