Emerging and Persistent Issues in the Delivery of Asynchronous Non-Traditional Undergraduate Physics Experiments

Abstract

Remote physics laboratory activities are common tools of use in physics in traditional, online, and distance education to enhance student learning. Although these offerings necessitated by technological advances, spur innovation and improvement in undergraduate physics education, their use as stand-alone substitutes for instructor-guided physical laboratory experiments remain the center of debate and research. This paper discusses the effectiveness of the current pedagogic issues in the delivery and learning of four different types of remote introductory undergraduate physics laboratory activities, the breakthroughs, and the areas that require further investigations. The instructional issues include experiment preparation and design, student engagement, guidance, and safety. This review noted the positive impacts of stand-alone remote physics lab activities on mostly undergraduate non-physics majors, partly due to the limited number of institutions currently conferring complete online/distance physics degrees worldwide. We recommend further studies on the effect on physics students who end up in experimental physics-related careers.

Assessing Students’ Approaches and Perceptions to Learning in Physics Experiments Based on Simulations and At-Home Lab Kits

“…Even when HALK labs are used, the potential for limited hands-on interaction with experimental apparatus is real (Fox et al, 2020). Nevertheless, other researchers (Fox et al, 2020;Sauter et al, 2013;Sithole at al., 2020), argue that the key to a successful remote laboratory learning experience lies in the design of the lab activities. Automatically adapting the traditional laboratory exercises directly to the online environment poses challenges to both the students and the instructor.…”

“…For instance, the design of remote labs should factor in the availability of tools needed and software limitations. In the case of OSCBS, the software update is a significant challenge for remote learning (Sithole et al, 2020). A further challenge to the use of OSCBS is that open-source lab software is subject to change over time, which may require periodic updating of experimental procedures.…”

“…While the relationship between students" perceptions of the teaching-learning environment and approaches to learning have been examined and found to be predominantly positive in the Business and Social Sciences programs (Herrmann et al, 2017), little attention has been given to emerging remote physics lab modalities. Sithole et al (2020) noted that the delivery of remote non-traditional physics labs poses the most significant challenge to physics educators in asynchronous online courses. For non-traditional labs to meet the intended learning outcomes, it is essential to understand the association between them and approaches to learning and students" perceptions of them.…”

Long Distance Lab Affairs: Physics Achievement and Metacognition Effects of Distance Laboratories in a Senior High School in the Philippines

“…Lately, Dark (2021) and Nogueira and Hernandes (2021) demonstrated that both virtual and physical distance physics laboratory experimentations can possibly be conducted by students at home. In fact, Sithole et al (2020) demonstrated that distance laboratories are not uncommon strategies to deliver physics instruction even before the COVID-19 pandemic. However, during the pandemic, the situation is worse due to lack of or slow communication between teachers and learners.…”

Rapid Transition to Remote Instruction of Physics Labs During Spring 2020: Instructor Perspectives

“…For example, proponents of hands-on labs often value design skills and social interaction [4], while proponents of remote labs often value learning content and theory [7]. Other possible benefits of remote lab experiences include providing more flexibility [8] and increasing accessibility for students who are part-time, have disabilities, or have caring responsibilities [9].…”