Author(s):
Physics Transitions to Remote Adaptable Instruction in the Laboratory (PhysTRAIL): Pathways to Excellence in Undergraduate Teaching and Learning investigates how graduate physics teaching assistants engage in remote and in-person laboratory teaching and learning. This qualitative exploratory case study analyzed the decision-making processes and implementation of undergraduate physics teaching in online and in-person learning environments, from the perspectives of faculty and graduate instructors (N=10), with a particular emphasis on laboratory instruction. The examination of instructors’ decision making in terms of traditional and reform-based pedagogical practices provides insights into how laboratory instruction, which has most often been taught in a traditional manner, might strive for research-based practices including social interactivity and student autonomy. Faculty and graduate instructors were interviewed and their responses were coded by two STEM education researchers. Findings indicated several major themes: (1) Graduate teaching assistants reported more positive experiences in in-person laboratory classes; their increased self-efficacy was largely due to more consistent student interactions, more control over instruction and laboratory apparatus, and less frequent issues with academic integrity; (2) Graduate teaching assistants reported receiving less support and guidance in online laboratory instruction; (3) Physics faculty reported less confidence in student learning in online laboratories than in-person laboratories; this was due to less rigorous standards, lack of socially mediated learning, and limited communication between students and teaching assistants. Implications for practice will be discussed.
Coauthors
Keith Sheppard keith.sheppard@stonybrook.edu
