分析远程学习对学生在疫情期间保持跟踪能力的异质性影响
Analyzing the Heterogeneous Impact of Remote Learning on Students' Ability to Stay on Track During the Pandemic
摘要：
本研究调查了COVID大流行导致的远程学习如何影响学生跟上大学物理课程教学节奏的能力，重点是远程学习对不同人口群体的异质影响。学生的学习数据是从2020年秋季和春季学期的70个在线学习模块中收集的，这些模块被分配为在线作业和自学材料，前41个模块在2020年春季校园关闭前分配。学生保持在轨道上的能力是通过三个数据指标来衡量的：在截止日期之前提交的模块的百分比，提前提交额外学分的模块的百分比，以及正确参与的模块的百分比。根据四个人口统计变量中的每一个，学生人口被分为两个人口统计组：性别，种族，转学状态和第一代身份。两个学期的所有三个数据指标首先在同一学期内的每对人口统计组之间进行比较，然后在两个学期之间的同一组内进行比较。还将2020年秋季人口统计群体之间的考试和课程成绩与2019年秋季学期的成绩进行比较。分析显示，远程学习大大减少了第一代学生的准时和提前提交，但增加了转学生提前提交的频率。在疫情期间，少数族裔学生参与模块的比例较高，而非URM学生在疫情前后的模块参与水平相同。这些结果表明，大流行远程学习有非常不同的影响，不同的人口背景的学生，未来的教学设计应努力提供更灵活的选择，以满足不同的高等教育学生群体的各种需求。
英文摘要：
This study investigates how remote learning due to the COVID pandemic impacts students' ability to keep up with the pace of instruction in a university level physics course, with a focus on the heterogeneous impact of remote learning on different demographic groups. Student learning data is collected from 70 online learning modules assigned as both online homework and self-study material in both Fall 2020 and Spring 2020 semesters, with the first 41 modules being assigned before campus closure in Spring 2020. Students' ability to stay on track is measured by three data indicators: percentage of modules submitted before the due date, percentage of modules submitted early for extra credit, and percentage of modules properly engaged with. The student population is divided into two demographic groups according to each of the four demographic variables: Gender, Ethnicity, Transfer Status and First generation status. All three data indicators from both semesters are first compared between each pair of demographic groups within the same semester, and then compared within the same group between the two semesters. Exam and course scores are also compared between demographics groups in Fall 2020 and against scores from the Fall 2019 semester. The analysis revealed that remote learning significantly reduced on-time and early submission for first-generation students, but increased the frequency of early submission for transfer students. Under-represented minority students had higher percentage of engaged modules during the pandemic, while non-URM students had the same level of module engagement before and after the pandemic. These results suggest that pandemic remote learning had very different impact for students with different demographic background, and future instructional design should strive to provide more flexible options to meet the various needs for a diverse higher-ed student population.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
