Responses from introductory physics students during the remote learning transition

Abstract

Sudden closure of campus facilities due to the COVID-19 pandemic during the academic spring term of 2020 required the delivery of a multi-section, calculus-based introductory physics course to be administered in a remote, online manner. The transition for the courses required an adjustment of all formative and summative assessments, delivery of course lectures, communication avenues, office hour availability, and battles with technology. This poster explores the attitudes, perceptions, conceptual understanding, and overall impressions obtained from student responses to an attitudes survey, a force concept inventory, as well as exam and quiz self-reflection wrappers. Student data is comprised of pre- and post-transition results and comments. An examination of the impact on student learning from both a qualitative and quantitative view reveals relevant practices (both effective and ineffective) for dealing with unforeseen disruptions in a multi-section, introductory physics course.