Lobos Karla, Sáez-Delgado Fabiola, Cobo-Rendón Rubia, Mella Norambuena Javier, Maldonado Trapp Alejandra, Cisternas San Martín Nataly, Bruna Jofré Carola
Laboratorio de Investigación e Innovación educativa Dirección de Docencia, Universidad de Concepción, Concepción, Chile.
Centro de Investigación en Educación y Desarrollo (CIEDE-UCSC), Departamento Fundamentos de la Pedagogía, Facultad de Educación, Universidad de Católica de la Santísima Concepción, Concepción, Chile.
Front Psychol. 2021 Dec 16;12:780852. doi: 10.3389/fpsyg.2021.780852. eCollection 2021.
Due to the closure of universities worldwide because of the COVID-19 pandemic, teaching methods were suddenly transformed to an emergency remote teaching (ERT) modality. Due to the practical nature of STEM courses, students cannot participate in activities in which manipulating objects is necessary for accomplishing learning objectives. In this study, we analyze the relation among STEM students learning beliefs at the beginning of ERT (T1) with their Learning Management systems (LMS) time-on-task and their final academic performance (T2) during the first semester of ERT. We used a prospective longitudinal design. 2063 students (32.3% females) from a university in Chile participated, where the academic year starts in March and finishes in December 2020. We assessed their learning and performance beliefs through an online questionnaire answered at the beginning of the academic period (T1). Then, using learning analytics, time invested in the CANVAS LMS and the academic performance achieved by students at the end of the semester (T2) were assessed. The results show that students mainly stated negative beliefs about learning opportunities during ERT ( = 1,396; 67.7%). In addition, 48.5% ( = 1,000) of students stated beliefs of "medium" academic performance for the first semester (T1). Students with lower learning beliefs at T1 spent less time in the LMS during the semester and had a lower academic performance at T2 than students who had higher learning beliefs at T1. The implications of these findings on the role of instructors and institutions of higher education are discussed.
由于新冠疫情导致全球大学关闭，教学方法突然转变为紧急远程教学（ERT）模式。由于STEM课程的实践性，学生无法参与那些为实现学习目标而必须操作物体的活动。在本研究中，我们分析了ERT开始时（T1）STEM专业学生的学习信念与其学习管理系统（LMS）的任务用时以及ERT第一学期期末的最终学业成绩（T2）之间的关系。我们采用了前瞻性纵向设计。来自智利一所大学的2063名学生（32.3%为女性）参与了研究，该校学年于2020年3月开始，12月结束。我们通过在学期开始时（T1）回答的在线问卷评估了他们的学习和成绩信念。然后，利用学习分析，评估了学生在CANVAS学习管理系统上投入时间以及学期末（T2）取得的学业成绩。结果表明，学生主要表达了对ERT期间学习机会的负面信念（n = 1396；67.7%）。此外，48.5%（n = 1000）的学生表示对第一学期（T1）的学业成绩有“中等”信念。与T1时学习信念较高的学生相比，T1时学习信念较低的学生在学期内花在学习管理系统上的时间较少，在T2时学业成绩也较低。本文讨论了这些研究结果对教师和高等教育机构角色的启示。
