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Student Engagement Declines in STEM Undergraduates during COVID-19-Driven Remote Learning.
Journal of Microbiology & Biology Education Pub Date : 2021-03-31 , DOI: 10.1128/jmbe.v22i1.2385
Emma R Wester 1, 2 , Lisa L Walsh 1 , Sandra Arango-Caro 1 , Kristine L Callis-Duehl 1, 2
Affiliation  

We examined how the shift in learning environment from in-person to online classes, due to the COVID-19 pandemic, impacted three constructs of student engagement: behavioral engagement, including students' frequency of participating in class discussions, meeting with instructors, and studying with peers outside of class; cognitive engagement, including students' sense of belonging and self-efficacy; and emotional engagement, including students' attitudes toward science, their perceived value of the course, and their stress. Seventy-three undergraduate STEM students from across the country completed five-point Likert-style surveys in these areas of student engagement, both prior to their science course transitioning online and at the end of the spring 2020 semester. We found that while overall behavioral engagement did not change, students participated less frequently in class discussions but met with professors more often outside of class. We saw no significant change in cognitive engagement, indicating that while students' sense of belonging and self-efficacy ideally increases over the course of the semester, in this case, it did not. Most alarmingly, we found a significant decrease in emotional engagement, with students reporting a drastic decline in positive attitudes toward science. Students' reported stress levels remained unchanged, and students reported a slight increase in their perceived value of the science course they were taking. These data shed light on how the transition to online learning had an overall negative impact on undergraduate student engagement in science courses.

中文翻译:

在COVID-19驱动的远程学习过程中,STEM大学生的学生参与度下降。

我们研究了由于COVID-19大流行而导致的学习环境从面对面课堂到在线课堂的转变如何影响学生参与的三种结构:行为参与,包括学生参与课堂讨论的频率,与教员会面以及学习的频率。与课外同学 认知参与,包括学生的归属感和自我效能感;和情感投入,包括学生对科学的态度,他们对课程的感知价值和压力。来自全国各地的73名本科STEM学生在科学课程在线过渡之前和2020年春季学期结束之前,在这些学生参与领域完成了李克特式五点调查。我们发现,虽然整体的行为参与度没有改变,学生参加课堂讨论的频率较低,但在课堂外与教授的交流频率较高。我们没有看到认知参与的显着变化,这表明虽然学生的归属感和自我效能感在整个学期中理想地增加,但在这种情况下却没有。最令人震惊的是,我们发现情感参与度显着下降,学生报告对科学的积极态度急剧下降。学生报告的压力水平保持不变,学生报告说他们对所修理科课程的感知价值略有增加。这些数据揭示了向在线学习的过渡如何对本科生参与科学课程产生了总体负面影响。
更新日期:2021-03-31
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