The COVID-19 pandemic has significantly affected the education system worldwide, which was forced to respond with a sudden shift to distance learning. While successful distance teaching requires careful thinking, planning, and the development of technological and human resources, there was no time for preparation in the current situation. Various physics courses, including lectures, tutorials, and laboratory courses, had to be transferred to online formats, resulting in a variety of simultaneous, asynchronous, and mixed activities. To investigate how physics students perceived the sudden shift to online learning, we developed a questionnaire and gathered data from $N=578$ physics students from five universities in Germany, Austria, and Croatia. In this article, we report how the problem-solving sessions (recitations) and laboratories were adapted, how students judge the different formats of the courses, and how useful and effective they perceived them. The results are correlated with the students’ self-efficacy ratings and other behavioral measures (such as self-regulated learning skills). This study is descriptive in nature, and a survey study design was implemented to examine the relationships among the variables. We found that good communication abilities ($r=0.48$, $p<0.001$) and self-organization skills ($r=0.63$, $p<0.001$) are positively correlated with perceived learning achievement. Furthermore, the previous duration of studies had a significant impact on several self-reported achievement measures, resulting in consistently lower scores of students in their first academic year compared with students who were further along academically. We draw conclusions and suggest implications for future online classes on the instructor and faculty level. Suggestions include (i) focusing on first-year courses with on-campus teaching when facing limited lecture hall capacities, (ii) offering special courses for promoting self-regulated learning skills, (iii) emphasizing the positive aspects of distance learning, and (iv) installing networking services for supporting student communication.

中文翻译：

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在COVID-19大流行期间学习物理学：学生对学习成绩，在线习题的感知有效性和在线实验室的评估

COVID-19大流行严重影响了世界范围的教育系统，该系统被迫以突然转变为远程学习的方式作出反应。成功的远程教学需要仔细的思考，计划以及技术和人力资源的开发，但在当前情况下没有时间进行准备。必须将各种物理课程（包括讲座，教程和实验室课程）转换为在线格式，从而导致各种同时，异步和混合活动。为了调查物理学生如何看待在线学习的突然转变，我们制定了调查表并收集了来自以下方面的数据：$ñ=578$来自德国，奥地利和克罗地亚的五所大学的物理学专业学生。在本文中，我们报告了解决问题的课程（朗诵）和实验室是如何进行调整的，学生如何判断课程的不同形式，以及他们如何看待它们。结果与学生的自我效能等级和其他行为指标（例如自我调节的学习技能）相关。该研究本质上是描述性的，并且实施了调查研究设计以检查变量之间的关系。我们发现良好的沟通能力（$\mathrm{[R}=0.48$， $p<0.001$）和自我组织能力（$\mathrm{[R}=0.63$， $p<0.00\mathrm{1个}$）与感知的学习成绩呈正相关。此外，以前的学习时间对多项自我报告的成绩测评有显着影响，因此与学业较前的学生相比，其第一学年的学生分数一直较低。我们得出结论，并提出对教师和教职员工未来在线课程的启示。建议包括：（i）在面对演讲厅能力有限的情况下，着重于一年级课程，在校园内进行教学；（ii）提供特殊课程，以提高自我调节的学习技能；（iii）强调远程学习的积极方面；以及（ iv）安装网络服务以支持学生交流。