In spring 2020, among the many significant challenges raised by the COVID-19 pandemic, many educators had to face the most arduous task: to convert well-designed in-person instruction methods to online teaching and to teach synchronously using hybrid or HyFlex models or completely asynchronously. The above teaching methods require instructor-student communication that allows the instructor to adapt his/her teaching material and teaching style to best fit their audience. However, during the COVID-19 pandemic, while some students seem to have acclimated to online teaching, many do not seem to be engaging in the virtual classroom. In the worst-case scenario, some students may not be present at all, while others may be present but not participating. With minimal immediate feedback from students, we believe that access to some background information - such as learning styles, goals, motivations, and expectations of the potential audience - will help instructors improve their online teaching methods and increase classroom comprehension. In the process, we collected data from STEM introductory-level courses in the form of student feedback surveys and personal interviews conducted online. We then used persona methodology and ethnography to document the diverse learning group in a STEM classroom. Personas are “life-like models, whose characteristics are driven by the various goals and motivations of real or potential users." We used these personas to learn how individuals’ learning experiences affect their participation, goals, motivations, and expectations during online learning. These personas can support the design of online courses with student and instructor-centered approaches that better engage undergraduate students across multiple disciplines.

Personas of STEM students completing online instructions during the COVID-19 pandemic

The term 'Representations' refers to sketches, diagrams, pictures, graphs, tables, and mathematical equations are representations we commonly use in undergraduate physics courses and STEM more broadly. Even though expert instructors are familiar with these representations, the studies show that novice students are often struggling to understand and use these representations. Studies on the use of social semiotics in physics classrooms suggest that the instructors explain representations at a basic level and then, more in-depth, all physics representations. We collect student-generated problem-solving videos (Pencasts) from calculus- based physics courses at UGA. In this study, we analyze we look for patterns of students internalizing and combining representations to solve physics problems. In this poster, we present our initial findings. We find that students commonly use tables and visual representations with individualization to maximize learned skills and incorporate their understanding in the class. We expect to extend our work to other STEM branches.

Students' Problem-Solving Processes Associated with Representations in Pencasts.

During the mid-part of the spring 2021 semester, the COVID-19 pandemic forced the conversion of well-designed in-person instruction methods to online teaching methods. During the Fall 2020 semester, Introductory Physics students at the University of Georgia were asked about their experiences with their online instructions during the COVID-19 pandemic, with an idea to use this feedback to improve further instruction in the following semesters. We gathered our research by collecting student feedback surveys from students in SCALE-UP classrooms where group-based learning is prevalent. The survey included multiple choice and open response questions about camera and privacy, preferred methods of group activities, and their tendency to participate. Data was collected across multiple STEM disciplines. Students found the instruction to be presented more clearly when attending in-person, and many requested the use of more real-life examples during class time.

Student Feedback: Transition to Online Instructions During the COVID-19 Pandemic

Among the many significant challenges raised by the Covid-19 pandemic, many educators had to face the most significant challenge to convert well-designed in-person instruction methods to online teaching methods. To improve educators' online teaching methods to increase comprehension in classrooms, we collected data from STEM introductory level courses in the form of student feedback surveys, and personal interviews conducted online. We used persona methodology and ethnography to document the diverse learning group in a STEM classroom. Personas are "life-like models, whose characteristics are driven by the various goals and motivations of real or potential users." We used these personas to learn how an individual's learning experience affects their participation, goals, motivations, and expectations during online learning. These personas can support the design of online courses with student- centered approaches that better engage undergraduate students across multiple disciplines.

Personas of Student completing Online Instructions During the COVID-19 Pandemic

Poster Session 1D

poster

**Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics**

As a gateway discipline to STEM majors and careers, physics plays a central role in deciding who does, and who doesn't, get to discover and pursue scientific careers. Technical and scientific professionals are rewarded with economic privilege and status which affords them both social and cultural power. Therefore, social justice will be realized only when the opportunity, and the choice, to excel in physics is open to all students. The culture and practices of the physics classroom reflect the culture of physics at large, which raises the question of how our professional physics communities can embrace, rather than inadvertently repel, a diverse group of academics that can help improve physics culture.  To this end, the 2021 Physics Education Research Conference will focus on defining inclusive spaces and practices. Additionally, we will explore strategies for eliminating exclusionary practices in our classrooms, research spaces, and professional organizations. We call on the community to propose sessions that will drive conversations related to these initiatives throughout PERC 2021.

Please download the full program [here. ](https://drive.google.com/file/d/1TRMC_SYJ3PUqXyP7sskA7LRSA8ow0eRE/view?usp=sharing)

PERC SM 21

August 4, 2021 - August 5, 2021 in a Virtual Conference Format

Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics

POS.A-TU - Physics Education Research

Join AAPT and Physics Educators worldwide in developing and strengthening your professional connections by attending the 2021 AAPT Virtual Summer Meeting. AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques.

Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. Attending the virtual summer meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

Please log in with your AAPT account or register for the event if you haven't already.

If you are registered please note that you need to be logged in with your AAPT email / credentials in order to get access.

Nandana Weliweriya

4

SHORT BIO

Presentations

Personas of STEM students completing online instructions during the COVID-19 pandemic

Students' Problem-Solving Processes Associated with Representations in Pencasts.

Student Feedback: Transition to Online Instructions During the COVID-19 Pandemic

Personas of Student completing Online Instructions During the COVID-19 Pandemic

Stay up to date with the latest Underline news!

PRESENTATIONS

CONFERENCES

COMPANY

RESOURCES