Studying physics during the COVID-19 pandemic: Student perceptions on synchronous and asynchronous course formats and implications for the future

To investigate how physics students perceived the sudden shift to online learning at the beginning of COVID-19 pandemic, 18 semistructured interviews were conducted with university students in Austria, Croatia, and Germany. Based on the interviews, a questionnaire was developed and data from N ¼ 578 physics students from five universities in Germany, Austria, and Croatia were gathered. In this paper, we report how students perceived synchronous and asynchronous physics lessons, how their perception correlates with their self-organization skills, which activities and teaching methods were perceived as helpful, and what are the implications for future physics courses. The most common advantages of synchronous course elements reported by students were the possibility to immediately ask questions, the feeling of community and interaction with other students, and the defined daily structure, whereas the most common advantages of asynchronous course elements reported were flexible time management and the possibility to watch videos at their own pace. The data indicate a correlation between preference for synchronous courses and their general self-organization, so instructors should be aware of this connection when planning future courses. Face-to-face lectures at university were perceived as the most helpful course element, followed by the recorded lectures from the instructor and the group work on the assignments, projects, and problems with other students. Furthermore, our results suggest that most students would in the future like to preserve the upload of learning materials and recorded video of the lectures in addition to classroom lectures. Overall, the results of this study suggest that both synchronous and asynchronous course elements should be combined in future online and in-person physics courses

Linking chromospheric activity and magnetic field properties for late-type dwarf stars

ELB is supported by an Australian Postgraduate Award Scholarship. SVJ acknowledges the support of the German Science Foundation (DFG) priority program SPP 1992 ‘Exploring the Diversity of Extrasolar Planets’ (JE 701/5-1). AAV acknowledges funding from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation programme (grant agreement No 817540, ASTROFLOW). MMJ acknowledges funding from STFC consolidated grant ST/M001296/1. SBS acknowledges the support of the Austrian Science Fund (FWF) Lise Meitner project M2829-N. VS acknowledges funding from the European Research Council (ERC) under the European Unions Horizon 2020 research and innovation programme (grant agreement No. 682393 AWESoMeStars) and support from the European Space Agency (ESA) as an ESA Research Fellow.Spectropolarimetric data allow for simultaneous monitoring of stellar chromospheric logR′HK activity and the surface-averaged longitudinal magnetic field, Bl, giving the opportunity to probe the relationship between large-scale stellar magnetic fields and chromospheric manifestations of magnetism. We present logR′HK and/or Bl measurements for 954 mid-F to mid-M stars derived from spectropolarimetric observations contained within the PolarBase database. Our magnetically active sample complements previous stellar activity surveys that focus on inactive planet-search targets. We find a positive correlation between mean logR′HK and mean log |Bl|, but for G stars the relationship may undergo a change between logR′HK∼−4.4 and −4.8. The mean logR′HK shows a similar change with respect to the logR′HK variability amplitude for intermediately-active G stars. We also combine our results with archival chromospheric activity data and published observations of large-scale magnetic field geometries derived using Zeeman Doppler Imaging. The chromospheric activity data indicate a slight under-density of late-F to early-K stars with −4.75≤logR′HK≤−4.5⁠. This is not as prominent as the original Vaughan–Preston gap, and we do not detect similar under-populated regions in the distributions of the mean |Bl|, or the Bl and logR′HK variability amplitudes. Chromospheric activity, activity variability and toroidal field strength decrease on the main sequence as rotation slows. For G stars, the disappearance of dominant toroidal fields occurs at a similar chromospheric activity level as the change in the relationships between chromospheric activity, activity variability and mean field strength.PostprintPeer reviewe

Studying physics during the COVID-19 pandemic: Student assessments of learning achievement, perceived effectiveness of online recitations, and online laboratories

The COVID-19 pandemic has significantly affected the education system worldwide, which was forced to respond with a sudden shift to distance learning. While successful distance teaching requires careful thinking, planning, and the development of technological and human resources, there was no time for preparation in the current situation. Various physics courses, including lectures, tutorials, and laboratory courses, had to be transferred to online formats, resulting in a variety of simultaneous, asynchronous, and mixed activities. To investigate how physics students perceived the sudden shift to online learning, we developed a questionnaire and gathered data from N=578 physics students from five universities in Germany, Austria, and Croatia. In this article, we report how the problem-solving sessions (recitations) and laboratories were adapted, how students judge the different formats of the courses, and how useful and effective they perceived them. The results are correlated with the students’ self-efficacy ratings and other behavioral measures (such as self-regulated learning skills). This study is descriptive in nature, and a survey study design was implemented to examine the relationships among the variables. We found that good communication abilities (r=0.48, p<0.001) and self-organization skills (r=0.63, p<0.001) are positively correlated with perceived learning achievement. Furthermore, the previous duration of studies had a significant impact on several self-reported achievement measures, resulting in consistently lower scores of students in their first academic year compared with students who were further along academically. We draw conclusions and suggest implications for future online classes on the instructor and faculty level. Suggestions include (i) focusing on first-year courses with on-campus teaching when facing limited lecture hall capacities, (ii) offering special courses for promoting self-regulated learning skills, (iii) emphasizing the positive aspects of distance learning, and (iv) installing networking services for supporting student communication

Lab courses for prospective physics teachers: what could we learn from the first COVID-19 lockdown?

At the universities of Dresden, Vienna, and Zagreb, a laboratory course for prospective physics teachers was transferred to an online environment because of the lockdown in March 2020 due to the COVID-19 pandemic. The aim of this paper is to present and compare students’ and instructors’ considerations about the experiences with this laboratory course at these three universities and to formulate guidelines for organizing lab courses for prospective physics teachers. The research was conducted in three steps: first, interviews were conducted with prospective physics teachers (N = 10) ; second, an online questionnaire was administered to course participants (N = 99) ; and third, lab course instructors completed an online questionnaire (N = 8). The results show that an increase in creativity and confidence was expressed when conducting home experiments. Students who received support and guidance benefited more from the online lab course, but some students also experienced a greater time commitment. On a positive note, all participants thought outside- the-box during this lab experience and found solutions that led to new ways of conducting labs. Our study suggests that in future online or regular lab courses, students should have the chance to make decisions about experiments and be creative, with an emphasis on peer discussions and support from instructors

Studying physics during the COVID-19 pandemic: Student perceptions on synchronous and asynchronous course formats and implications for the future

Technische Universität Dresden http://dx.doi.org/10.13039/50110000295

A change in the relationship between chromospheric activity and the large-scale magnetic field for G stars on the main sequence

International audienceWe present a database of chromospheric activity and magnetic field strengths for 954 F-M dwarf stars Our active sample complements previous chromospheric activity surveys that usually focus on inactive, planet search targets. The internal magnetic fields of cool stars are known to power activity in stellar chromospheres, but there is still much to learn about the nature of this relationship and its dependence on stellar properties. We draw on data from PolarBase, a rich legacy database of observations from the spectropolarimeters ESPaDOnS (CFHT) and NARVAL (TBL), to survey the chromospheric activity and large-scale magnetic field strengths for 954 F-M dwarf stars