The arrival of the Sars-Cov II has opened a new window on teaching physics in academia. Frontal lectures have left space for online teaching, teachers have been faced with a new way of spreading knowledge, adapting contents and modalities of their courses. Students have faced up with a new way of learning physics, which relies on free access to materials and their informatics knowledge. We decided to investigate how online didactics has influenced students’ assessments, motivation, and satisfaction in learning physics during the pandemic in 2020. The research has involved bachelor (n = 53) and master (n = 27) students of the Physics Department at the University of Cagliari (N = 80, 47 male; 33 female). The MANOVA supported significant mean differences about gender and university level with higher values for girls and master students in almost all variables investigated. The path analysis showed that student-student, student-teacher interaction, and the organization of the courses significantly influenced satisfaction and motivation in learning physics. The results of this study can be used to improve the standards of teaching in physics at the University of Cagliari
Online learning of physics during a pandemic: A report from an academic experience in Italy
Tuveri M.
;Zurru A.;Fanti V.;Vivanet G.;Fadda D.;Carbonaro C. M.
2021-01-01
Abstract
The arrival of the Sars-Cov II has opened a new window on teaching physics in academia. Frontal lectures have left space for online teaching, teachers have been faced with a new way of spreading knowledge, adapting contents and modalities of their courses. Students have faced up with a new way of learning physics, which relies on free access to materials and their informatics knowledge. We decided to investigate how online didactics has influenced students’ assessments, motivation, and satisfaction in learning physics during the pandemic in 2020. The research has involved bachelor (n = 53) and master (n = 27) students of the Physics Department at the University of Cagliari (N = 80, 47 male; 33 female). The MANOVA supported significant mean differences about gender and university level with higher values for girls and master students in almost all variables investigated. The path analysis showed that student-student, student-teacher interaction, and the organization of the courses significantly influenced satisfaction and motivation in learning physics. The results of this study can be used to improve the standards of teaching in physics at the University of Cagliari
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