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Physical Review Physics Education Research
written by Drew J. Rosen and Angela M. Kelly
Undergraduate physics laboratory course structures have been identified in policy reports for novel design innovations to meet the needs of a diverse and growing student population. To this end, an online, hands-on laboratory option was implemented at a large, public university for introductory physics students using the iOLab device. To determine whether students in this new course structure had similar perspectives to their in-person counterparts in terms of select attitudinal measures, a quasiexperimental, observational quantitative study was undertaken to measure students' epistemological views as well as their beliefs about socialization and help seeking in online and in-person laboratory environments. Undergraduate students who were enrolled in calculus-based introductory physics (N = 998) were surveyed in the second half of the semester to elicit their epistemological beliefs about physics laboratory work and their views on social engagement and academic help seeking in the laboratory. Parametric and nonparametric comparisons of central tendency were employed to measure differences between students in the in-person and online laboratories, as well as gender differences and associated interaction effects. Students showed no overall differences in attitudes related to epistemological and help seeking beliefs. There were significant differences related to views of socialization; students taking in-person physics laboratories valued socialization more than students taking the course online. Gender differences in epistemological and help seeking beliefs were identified overall, however, these differences were no longer significant when examining the interactions of laboratory type and gender. This finding suggests that self-selection into laboratory type may diminish gender gaps in affective domains by allowing students to choose the laboratory structure that meets their learning and logistical needs.
Physical Review Physics Education Research: Volume 16, Issue 2, Pages 020116
Subjects Levels Resource Types
Classical Mechanics
- General
Education - Applied Research
- Curriculum Development
= Laboratory
- Learning Environment
- Technology
= Distance Education
Education - Basic Research
- Behavior
= Social Interaction
- Student Characteristics
= Affect
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Administrators
- Researchers
- Educators
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Free access
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This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.16.020116
NSF Number:
DUE-1316679
Keywords:
Online lab, iO Lab, web-based lab course
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
June 24, 2022 by Caroline Hall
Last Update
when Cataloged:
August 28, 2020
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AIP Format
D. Rosen and A. Kelly, , Phys. Rev. Phys. Educ. Res. 16 (2), 020116 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.020116).
AJP/PRST-PER
D. Rosen and A. Kelly, Epistemology, socialization, help seeking, and gender-based views in in-person and online, hands-on undergraduate physics laboratories, Phys. Rev. Phys. Educ. Res. 16 (2), 020116 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.020116>.
APA Format
Rosen, D., & Kelly, A. (2020, August 28). Epistemology, socialization, help seeking, and gender-based views in in-person and online, hands-on undergraduate physics laboratories. Phys. Rev. Phys. Educ. Res., 16(2), 020116. Retrieved April 17, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.020116
Chicago Format
Rosen, Drew J., and Angela M. Kelly. "Epistemology, socialization, help seeking, and gender-based views in in-person and online, hands-on undergraduate physics laboratories." Phys. Rev. Phys. Educ. Res. 16, no. 2, (August 28, 2020): 020116, https://doi.org/10.1103/PhysRevPhysEducRes.16.020116 (accessed 17 April 2024).
MLA Format
Rosen, Drew J., and Angela M. Kelly. "Epistemology, socialization, help seeking, and gender-based views in in-person and online, hands-on undergraduate physics laboratories." Phys. Rev. Phys. Educ. Res. 16.2 (2020): 020116. 17 Apr. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.020116>.
BibTeX Export Format
@article{ Author = "Drew J. Rosen and Angela M. Kelly", Title = {Epistemology, socialization, help seeking, and gender-based views in in-person and online, hands-on undergraduate physics laboratories}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {16}, Number = {2}, Pages = {020116}, Month = {August}, Year = {2020} }
Refer Export Format

%A Drew J. Rosen %A Angela M. Kelly %T Epistemology, socialization, help seeking, and gender-based views in in-person and online, hands-on undergraduate physics laboratories %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %D August 28, 2020 %P 020116 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020116 %O text/html

EndNote Export Format

%0 Journal Article %A Rosen, Drew J. %A Kelly, Angela M. %D August 28, 2020 %T Epistemology, socialization, help seeking, and gender-based views in in-person and online, hands-on undergraduate physics laboratories %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %P 020116 %8 August 28, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020116


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