A Case Study on the Operation of Non-face-to-face Experimental Class at University with COVID-19 Pandemic

Jang, Wonhyeong; Choi, Myoungsub; Hong, Hun-Gi

doi:10.22251/jlcci.2020.20.17.937

Cited by 7 publications

(3 citation statements)

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“…Similar to other research in which chemistry instructors expressed dissatisfaction with remote lab courses (e.g., Youssef, McKinstry, Dunne, Bitton, Brady and Jordan 2020 ; Jones, Shepler and Evans 2021 ; Jang, Choi and Hong 2020 ), instructors found it was difficult to flexibly respond to the mandated online course format: If we look inside weekly chemistry experiment topics such as the molecular weight of carbon dioxide, separation of components using HPLC, … these things are impossible to do in the non-face-to-face format without experiment. … Eventually, chemistry involves mixing reagents, increasing temperature, and boiling.…”

Section: Resultssupporting

confidence: 76%

“…Editorials appeared in science education journals urging researchers to engage in research to understand the impact on usual science teaching (e.g., Siry 2020 ; Martin 2020a ) and describing how improved research and instruction were needed in the areas of history, philosophy, and sociology of science help to overcome the fear of the public who were being bombarded with false information about mask-wearing and unsafe vaccination (e.g., Erduran 2021 ). While there have been some case studies from secondary schools detailing changes to science teaching and learning (e.g., Levrini, Fantini, Barelli, Branchetti, Satanassi and Tasquie 2021 ; Kang and Seo 2021 ), most have simply reported about the shift from face-to-face to non-face-to-face science teaching (e.g., Jang, Choi and Hong 2020 ). More empirical research is needed to enhance our understanding of science education during the COVID-19 era (Erduran 2021 ).…”

Section: The Outbreak Of the Covid-19 Pandemic And Its Global Influen...mentioning

confidence: 99%

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The emergence of remote laboratory courses in an emergency situation: University instructors’ agency during the COVID-19 pandemic

GyeongGeon

Kang

Kim

et al. 2023

Cult Stud of Sci Educ

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This study examines and describes how various online remote laboratory courses, necessitated by the COVID-19 pandemic, were implemented at Hankuk University in Korea in 2020. We compared four general undergraduate laboratory courses, one each for physics, chemistry, biology, and earth science, and two major-level laboratory courses taught during the spring and fall of 2020. Employing a sociocultural perspective, we examined how the changes in structures at the macro-, meso-, and micro-levels shaped the responses of educational authorities and impacted the agency of university instructors. Instructors implemented various remote laboratory courses in each content area dependent upon availability and access to material resources, including access to video of laboratory activities, and also based on the nature of experimental data associated with each content area. Drawing from survey responses and in-depth interviews with instructors and students, we share findings about how instructor practices impacted the interactions of students, the processes for evaluation, and student learning. We discuss how the global pandemic has re-ignited the debate about the role and value of experimental laboratory activities for undergraduate science majors and about the significance of hands-on versus minds-on science learning. Implications for how universities approach laboratory coursework in the post-COVID-19 are discussed, and questions for university science instruction are raised for future research.

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Section: Resultssupporting

confidence: 76%

Section: The Outbreak Of the Covid-19 Pandemic And Its Global Influen...mentioning

confidence: 99%

The emergence of remote laboratory courses in an emergency situation: University instructors’ agency during the COVID-19 pandemic

GyeongGeon

Kang

Kim

et al. 2023

Cult Stud of Sci Educ

Self Cite

View full text Add to dashboard Cite

show abstract

“…As such, online education has been implemented for several years in the past, but since it has been applied to all education fields due to COVID-19, the educational satisfaction of learners is negative. The reasons for the decrease in educational satisfaction include difficulties in interactive communication between instructors and learners, deepening educational inequality, and the need to establish a communication network due to simultaneous access [6]. The instructors' online learning methods include watching e-learning classes, watching recorded videos, downloading lecture materials, using other video content, and real-time on-line classes [7].…”

Section: Introductionmentioning

confidence: 99%

The Relationships among Quality of Online Education, Learning Immersion, Learning Satisfaction, and Academic Achievement in Cooking-Practice Subject

Kim

Lee

2021

Sustainability

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The purpose of this study was to identify the problems of online education perceived by learners in a time when non-face-to-face online lectures are conducted due to the spread of COVID-19, and suggest measures to improve educational outcomes. Therefore, the structural influence of cooking practice on the quality of online lessons, learning immersion, learning satisfaction, and the achievement felt by learners was verified. The sample of the study was a college student majoring in cooking, and a total of 509 responses were used for analysis. The results of the study are as follows: First, it was analyzed that there was a significant influence on learning immersion in the order of content, interaction, and educational environment among the quality of online classes. Second, among the quality of online classes, class content and educational environment showed positive (+) influence on learning satisfaction. Third, learning immersion and learning satisfaction showed a positive influence on academic achievement. Fourth, in the direct effect of online class quality on academic achievement, it was analyzed that only class content had a positive (+) effect. Based on the results of this study, the provision of learning materials with detailed explanations was suggested in the online cooking practice class rather than providing a simple cooking video. In addition, it was suggested that as a way to improve academic achievement of online education, it is necessary to provide content that allows learners to immerse themselves in class, as well as class content and educational environment, and consider learning satisfaction.

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Comparison of suppliers and consumers’ choice factors in the online education market

Lee

2023

Applied Economics

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A Case Study on the Operation of Non-face-to-face Experimental Class at University with COVID-19 Pandemic

Cited by 7 publications

References 0 publications

The emergence of remote laboratory courses in an emergency situation: University instructors’ agency during the COVID-19 pandemic

The emergence of remote laboratory courses in an emergency situation: University instructors’ agency during the COVID-19 pandemic

The Relationships among Quality of Online Education, Learning Immersion, Learning Satisfaction, and Academic Achievement in Cooking-Practice Subject

Comparison of suppliers and consumers’ choice factors in the online education market

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