Prospective Science Student Teachers’ Online Learning Environment Experiences: Measurement Based on the Net Promoter Score

Abstract

Personalization is used in online learning to help students achieve SDG 4.C and Education 4.0 indicators. Not many studies have revealed prospective science student teachers’ online learning experiences. A good experience will provide positive and constructive self-knowledge for prospective science student teachers in designing 21st-century digital learning. This study aimed to inquire into prospective science student teachers’ views on online learning using the Net Promoter Score survey. This study involved 29 prospective science student teachers at one of the public universities in Indonesia. This study revealed that online learning provides freedom to express opinions and ideas freely, helps evaluate learning outcomes, online educational resources help understand the contents, and online simulations help understand concepts. The negative experiences in the online learning environment include the lack of interaction with lecturers, online learning has not yet built creative, innovative, and critical thinking skills and has not supported competency development. There is a significant difference between positive and negative online learning experiences, demonstrating how experiences can impact future teacher conception. Based on our findings, recommendations were provided to assist university lecturers in creating and designing an online learning environment to develop the professional competencies of prospective science student teachers.

Impact of COVID-19 on Science Teaching: A Bibliometric Analysis

“…Regarding the topic of the study, which was to point out the research trends regarding the impact of COVID-19 on science teaching, the findings have illustrated that there is a growing interest of researchers who wish to identify the outcomes of the COVID-19 pandemic in the context of science teaching. The influence of the COVID-19 pandemic on science teaching, which was approached by researchers (Mahdiannur et al, 2024;O'Brien, 2021;Rogayan & Dantic, 2021), is proved through bibliometric research. Therefore, the initial hypothesis is justified (Donthu et al, 2021;Lim & Kumar, 2024).…”

“…This is associated with the development of STEAM as a new interdisciplinary approach to science teaching (Allina, 2018;Quigley & Herro, 2016). Science teaching is thought to be influenced by the COVID-19 pandemic (Mahdiannur et al, 2024;O'Brien, 2021;Rogayan & Dantic, 2021).…”

“…This way, learners will become more qualified in future to deal with similar outbreaks, in combination with challenges such as misinformation and education barriers (Bergman, 2022, Dillon & Avraamidou, 2020Macias et al, 2022;O'Brien, 2021;Rogayan & Dantic, 2021). Moreover, when it comes to learners Mahdiannur et al (2024), concluded that learners might feel that online learning helped them adapt to new flexible learning modes, with online resources and investigation. However, there was lack of the desired interaction with educators and participation in actual science experiments and hands-on activities, which did not assist the development of critical thinking.…”

“…Generally, there has been interest on behalf of education researchers around the impact of COVID-19 on teaching for both educators and learners (Reshi et al, 2023;Robinson et al, 2023;Sidi et al, 2023). There has been research specifically on the impact on science teaching as well (Mahdiannur et al, 2024;O'Brien, 2021;Rogayan & Dantic, 2021). A bibliometric study would enhance these research studies.…”