Impact of virtual research experience for undergraduates experiences on students’ psychosocial gains during the COVID-19 pandemic

Alaee, Dina Zohrabi; Campbell, Micah K.; Zwickl, Benjamin M.

doi:10.1103/physrevphyseducres.18.010101

Cited by 14 publications

(13 citation statements)

References 77 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Due to the COVID-19 pandemic some REU programs transitioned to a remote format in summer 2020. Interestingly, many of the positive outcomes that are cited above are similar to the psychosocial growth observed during remote REU programs in summer 2020 [18]. Zohrabi Alaee et al found that students who attended a remote research program generally experienced a greater sense of belonging, self-efficacy, and physics and researcher identity despite the absence of physical proximity to lab mates and research mentors.…”

Section: Introductionmentioning

confidence: 77%

“…Successful research experience in any environment requires active communication with research mentors. However, in remote research space, establishing a clear relationship and open communication is a key factor of a good research experience [18]. Effective communication such as active listening and asking questions take more effort in a remote setting, when there are no face-to-face interactions and members of the lab communicating online by Zoom, email, and text.…”

Section: Lab Groups Utilized a Variety Of Communication Toolsmentioning

confidence: 99%

“…However, we found that a productive and trustful relationship with their mentors and lab group community fostered a sense of belonging in the wider scientific community, even if there were not opportunities for substantial interactions with that wider community. Our earlier framework for psychosocial growth during an REU presented how multiple factors in the remote REU program impacted students' psychosocial gains (e.g., sense of belonging, self-efficacy) [18]. This growth takes them to the next level of community which refers to mentees' perception of self within the more extensive physics or research community beyond their lab research group, which may impact their future career outcomes positively.…”

Section: Norms Explored By Mentees In Each Research Labmentioning

confidence: 99%

“…Remote REU experience increased mentees' sense of ownership of the project. In our extensive study, mentees talked about a sense of ownership as a factor that linked to their sense of belonging [18] through scientific contribution. In order to achieve the ownership construct, mentees need to produce potentially new results for their project.…”

Section: Research Questionmentioning

confidence: 99%

See 3 more Smart Citations

Toward a Longitudinal Multifaceted View of Remote Undergraduate Research Experiences During the COVID-19 Pandemic: The perspectives of doing research online

Alaee¹,

Zwickl²

2022

Preprint

Self Cite

View full text Add to dashboard Cite

In the Summer of 2020, as COVID-19 limited in-person research opportunities and created additional barriers for many students, institutions either canceled or remotely hosted their Research Experience for Undergraduates (REU) programs. The present longitudinal qualitative phenomenographic study was designed to explore some of the tools, communities, norms, and division of labors that make up the remote research program and some of the possible limitations, challenges and outcomes of this remote experience. Within the context of undergraduate research program, the paper makes a comparison between outcomes of the remote and in-person research experience. Overall, 94 interviews were conducted with paired participants; mentees (N =10) and mentors (N =8) from six different REU programs. By drawing on Cultural-Historical Activity Theory as a framework, our study has explained the remote format has not opened a gap between mentees' research and academic objectives from the REU program and what they got at the end. All mentees reported that this experience was highly beneficial. Comparisons between the outcomes of the remote REU and the published outcomes of in-person UREs revealed many similar benefits of undergraduate research. Our study suggests that remote research programs could be considered as a means to expand access to research experiences for some students even after COVID-19 restrictions are lifted.

show abstract

Section: Introductionmentioning

confidence: 77%

Section: Lab Groups Utilized a Variety Of Communication Toolsmentioning

confidence: 99%

Section: Norms Explored By Mentees In Each Research Labmentioning

confidence: 99%

Section: Research Questionmentioning

confidence: 99%

See 2 more Smart Citations

Toward a Longitudinal Multifaceted View of Remote Undergraduate Research Experiences During the COVID-19 Pandemic: The perspectives of doing research online

Alaee¹,

Zwickl²

2022

Preprint

Self Cite

View full text Add to dashboard Cite

show abstract

“…To improve the quality of judgments that teachers have made, we could consider the opportunities of online learning habits that have just approached us to date. The COVID-19 pandemic since the beginning of 2020 has forced education around the world to get into online learning mode [43][44][45][46]. This challenge implicitly offered opportunity for our physics teachers to explore their potential in overcoming their limitations on teachers' judgment.…”

Section: Discussionmentioning

confidence: 99%

Physics Teachers’ Perceptions about their Judgment within Differentiated Learning Environment: An Implication for Technology Implementation

Santoso¹,

Istiyono²,

Haryanto³

2022

Preprint

View full text Add to dashboard Cite

There is a national shift in the new Indonesian curriculum to employ differentiated learning approach in addressing diversity of students’ needs and abilities. Teachers’ judgment obviously corresponds to the duty that takes physics teachers to monitor their students at individual level. Within Indonesian physics education research (PER) context, empirical study that has addressed this subject is still lacking. To fill this gap, eight Indonesian physics teachers’ experiences and limitations about their judgment within differentiated learning environment has been investigated through phenomenological study. Physics teachers were voluntarily recruited after they have declared their endorsement and personal consent to participate in the study. Our participants were distributed over several teaching experiences, geographic regions, and ICT experiences. The latter experience might be taken into account since, through this study, we would project upcoming developmental research about engaging recent technological approaches to cope limitations of teachers’ judgment. Online semi-structured interviews (~ 50 min) were conducted by the first author (P.H.S.) to all physics teachers. Other authors contributed in reviewing the interview protocol (E.I. and H) and training the first author’s pilot interview (H.R.). Model of teachers’ thought and action was implemented to uncover physics teachers’ experiences and limitations in making judgment within diverse students. Findings revealed that physics teachers have conceded that they should adapt learning process in order to meet heterogeneous students’ needs. Personal observation has mainly informed teachers to identify students’ differences. After students have been identified, they creatively designed learning transformations to accommodate spectrum of students’ abilities. Nevertheless, we discovered several limitations encountered by teachers particularly in terms of judgments’ equity, accuracy, and their workload. To overcome this, teachers indicated various and supportive attitudes about technology implementation to assist their judgment. Implications for technological development was provided to address obstacles during the teachers’ judgment.

show abstract

Understanding Science Identity Development Among College Students

Jiang,

Wei

2023

Sci & Educ

View full text Add to dashboard Cite

Impact of virtual research experience for undergraduates experiences on students’ psychosocial gains during the COVID-19 pandemic

Cited by 14 publications

References 77 publications

Toward a Longitudinal Multifaceted View of Remote Undergraduate Research Experiences During the COVID-19 Pandemic: The perspectives of doing research online

Toward a Longitudinal Multifaceted View of Remote Undergraduate Research Experiences During the COVID-19 Pandemic: The perspectives of doing research online

Physics Teachers’ Perceptions about their Judgment within Differentiated Learning Environment: An Implication for Technology Implementation

Understanding Science Identity Development Among College Students

Contact Info

Product

Resources

About