Exploring Staff and Student Perceptions of Learning Resources in Physical Sciences
DOI:
https://doi.org/10.29311/ndtns.vi19.4468Keywords:
learning resources, online learning, student engagementAbstract
The COVID-19 pandemic necessitated a significant diversification of learning resources and teaching methods and in its aftermath different approaches have been taken across science education in HE. Within this work we explored staff and student preference for learning resources, using anonymous online questionnaires. It was found that a hybrid approach to resources was preferred, with in-person lectures rating higher than their online counterparts. Engagement emerged as the overarching theme, with differences between staff and student perceptions of student engagement identified; in particular, students consistently rated their own engagement with resources higher than what staff perceived.
References
Barile, L., Elliott, C., McCann, M. (2022). Which online learning resources do undergraduate economics students’ value and does their use improve academic attainment? A comparison and revealed preferences from before and during the Covid pandemic. Int. Rev. Econ. Educ. 41, 100253. https://doi.org/10.1016/j.iree.2022.100253
DeCoito, I., Estaiteyeh, M. (2022). Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges. J. Sci. Educ. Technol. 31, 340–356. https://doi.org/10.1007/s10956-022-09958-z
Deslauriers, L., McCarty, L.S., Miller, K., Callaghan, K., Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. PNAS 116(39) 19251-19257. https://doi.org/10.1073/pnas.1821936116
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P. (2014) Active learning increases student performance in science, engineering, and mathematics. PNAS 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111
Jensen, J., Smith, C.M., Bowers, R. et al. Asynchronous Online Instruction Leads to Learning Gaps When Compared to a Flipped Classroom. J. Sci. Educ. Technol. 31, 718–729. https://doi.org/10.1007/s10956-022-09988-7
Kandakatla, R., Berger, E.J., Rhoads, J. F., DeBoer, J. (2020). Student Perspectives on the Learning Resources in an Active, Blended, and Collaborative (ABC) Pedagogical Environment. Int. J. Eng. Pedagogy 10(2), 7–31. https://doi.org/10.3991/ijep.v10i2.11606
Krishnamurthy, N. (2021). Teaching Freshmen Chemistry in India During the COVID-19 Pandemic: Student Perspectives and Challenges. J. Chem. Educ. 98(12), 3884-3891. https://doi.org/10.1021/acs.jchemed.1c00813
Lee, M.W. (2020) Online Teaching of Chemistry during the Period of COVID-19: Experience at a National University in Korea. J Chem. Educ. 97(9), 2834-2838. https://doi.org/10.1021/acs.jchemed.0c00881
Ní Fhloinn, E., Fitzmaurice, O. (2023). Challenges and Opportunities: Experiences of Mathematics Lecturers Engaged in Emergency Remote Teaching during the COVID-19 Pandemic. Mathematics 9, 2303. https://doi.org/10.3390/math9182303
Nowell, L. S., Norris, J. M., White, D. E., Moules, N. J. (2017). Thematic Analysis: Striving to Meet the Trustworthiness Criteria. Int. J. Qual. Meth. 16(1). https://doi.org/10.1177/1609406917733847
Phattanawasin, P., Toyama, O., Rojanarata, T., Laopoonpat, P., Pochanakom, K., Limmatvapirat, C., Sukonpan, C., Nantanakorn, P., Niratisai, S. (2021). Students’ Perspectives and Achievements toward Online Teaching of Medicinal Chemistry Courses at Pharmacy School in Thailand During the COVID-19 Pandemic. J. Chem. Educ. 98(10), 3371–3378. https://doi.org/10.1021/acs.jchemed.1c00606
Ranga, J.S. (2020). Online Engagement of Commuter Students in a General Chemistry Course During COVID-19. J. Chem. Educ. 97(9), 2866-2870. https://doi.org/10.1021/acs.jchemed.0c00633
Reyes, C.T., Lawrie, G.A., Thompson, C.D., Kyne, S.H. (2022). “Every little thing that could possibly be provided helps”: analysis of online first-year chemistry resources using the universal design for learning framework. Chem. Educ. Res. Pract. 23, 385-407. https://doi.org/10.1039/D1RP00171J
Richards-Babb, M., Curtis, R., Smith, V.J, Xu, M. (2014). Problem Solving Videos for General Chemistry Review: Students’ Perceptions and Use Patterns. J. Chem. Educ. 91(11), 1796-1803. https://doi.org/10.1021/ed500280b
Rodríguez Núñez, J., Leeuwner, J. (2020) Changing Courses in Midstream: COVID-19 and the Transition to Online Delivery in Two Undergraduate Chemistry Courses. J. Chem. Educ. 97(9), 2819-2824. https://doi.org/10.1021/acs.jchemed.0c00781
Rodríguez-Rodríguez, E., Sánchez-Paniagua, M., Sanz-Landaluze, J., Moreno-Guzmán, M. (2020). Analytical Chemistry Teaching Adaptation in the COVID-19 Period: Experiences and Students’ Opinion. J. Chem. Educ. 97(9), 2556-2564. https://doi.org/10.1021/acs.jchemed.0c00923
Simmons, T., Mistry, N. (2023). A Snapshot of Chemistry Teaching and Learning Practices in UK Higher Education as It Emerges from the COVID-19 Pandemic. J. Chem. Educ. 100 (7), 2564-2573. https://doi.org/10.1021/acs.jchemed.2c00676
Turner, K. (2022) How to use textbooks effectively. Education in Chemistry. https://edu.rsc.org/ideas/how-to-use-textbooks-effectively/4015016.article
Vaismoradi, M., Turunen, H., Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nurs. Health Sci. 15(3), 398-405. https://doi.org/10.1111/nhs.12048
