The purpose of this study is to examine faculty’s views about the move from face-to-face (F2F) instruction to online due to the COVID-19 pandemic. The researcher used Q methodology [Q], a mixed method, to determine and describe faculty views about this situation. The participants sorted 36 statements to reveal and describe their subjective viewpoints. In Q, similar sorts are grouped together mathematically into factors, each representing a unique viewpoint. The Q-sorting process is reflective and self-referent. The operation of sorting items allows participants to provide their internal viewpoint. This is different from responding to a Likert-type survey. Additionally, the analyses allow for differentiation of views rather than an aggregate of views. Each unique viewpoint is described by a representative sort, distinguishing statements, and participants’ post-sort responses. Three views emerged: Techies who like to teach (the view most positive in relation to teaching online); Overwhelmed as human beings (populated by caregivers); and It’s about what cannot be done online (those who are focused on the limitations of technology and abilities for online instruction). Generally, faculty felt frustrated with their ability to best support their students within the online format. Administrators should consider the results of this study to better understand the instructional and mental-health needs of faculty especially in an emergency situation, such as COVID-19. The findings indicate that creating the best learning situations for students is not one-size-fits-all and that there are discipline and pedagogical issues to consider when moving F2F courses online that are not fixed simply with technology.
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Susan Ramlo 《International Journal of Research & Method in Education》2021,44(1):82-95
ABSTRACT Q methodology [Q] is a mixed method created to scientifically study subjectivity. This study uses a single-case design that offers intense analysis regarding a previous study about freedom of speech on university campuses in the US. The study provides insights regarding privilege, social justice, naivete, and speech crisis viewpoints among a variety of campus stakeholders, especially from a troubled, midsized public university in the US. Factor arrays from the earlier study (also called theoretical sorts) were combined with sorts from an individual who sorted under multiple conditions of instruction. This single-case sorter was selected from the most contentious viewpoint from the earlier study called ‘Speech Crisis’ view. This viewpoint consisted of stakeholders from the troubled public university. The operant factors that emerge from the analyses of these Q-sorts represent generalizations of feeling. This study further exemplifies that perception of a situation, including the stakeholder’s power position, can impact their subjective viewpoint creating perspectives of privilege as well as perspectives of crisis. Moreover, this expansion of an earlier study further illustrates how using a single-case Q study can enhance insight concerning an important topic while challenging the often perceived quantitative-qualitative duality. 相似文献
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The Urban Review - Nature field trips offer opportunities for urban students’ exploration, discovery, and learning which they may not experience otherwise. Seventh grade students at an... 相似文献
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Innovative Higher Education - Universities were forced to move instruction online and send residential students home due to the pandemic, resulting in financial shortfalls. Governing boards,... 相似文献
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Teacher attitudes affect their instruction such that positive teacher attitudes enhance the teaching and learning process. The purpose of this study was to explore inservice science teachers' views of learning physics within the context of a professional development experience and to investigate the relationship between those views and the teachers' understanding of force and motion concepts. The conceptual understanding pretest results indicate the need for inservice science teacher professional development that focuses on conceptual understanding. The relationship between participants' views and their conceptual understanding at posttest has additional implications for the curriculum for these science teachers' professional development experiences. 相似文献
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Susan Ramlo 《Research in Science & Technological Education》2017,35(4):461-476
Background: Nationally, many public universities have started to move into the online course and program market that was previously associated with for-profit institutions of higher education. Public university administrators state that students seek the flexibility of online courses. But do students want to take courses online, especially freshmen-level science courses perceived to be difficult?Purpose: This study investigated student views related to the potential of a physics course they were currently enrolled in being offered online.Sample: This study took place at a large, public, mid-western university and involved students enrolled in either the first or second semester of a face-to-face flipped physics course for engineering technology majors.Design and methods: Discussions with students during the semester about their online course experiences and expectations were used to develop the concourse and subsequently the Q sample to perform a Q methodology study about students’ views regarding taking physics courses online. Additional statements for the concourse and Q sample were taken from communications with administrators at the university. In this way, the statements sorted by the students included those from students and those from administrators. Factor analysis of the Q sorts resulted in three factors, each representing a unique perspective. Interpretations of these perspectives included the analyses of the Q sorts, the researcher’s interactions with students and administrators, and students’ written responses regarding their previous online course experiences and their sorting decisions.Results: Three unique student views emerged were named: keeping it real and face-to-face, Online could be ok depending upon the course and instructor, and Online not for STEM classes. Consensus among the views is also discussed.Conclusions: Overall, students’ views are negative concerning having physics courses, including labs, online and those views conflict with statements expressed by administrators regarding students’ desires for online courses at the university. 相似文献
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Susan E. Ramlo David McConnell Zhong-Hui Duan Francisco B. Moore 《Journal of Science Education and Technology》2008,17(3):219-225
Faculty at a Midwestern metropolitan public university recently developed a course on bioinformatics that emphasized collaboration
and inquiry. Bioinformatics, essentially the application of computational tools to biological data, is inherently interdisciplinary.
Thus part of the challenge of creating this course was serving the needs and backgrounds of a diverse set of students, predominantly
computer science and biology undergraduate and graduate students. Although the researchers desired to investigate student
views of the course, they were interested in the potentially different perspectives. Q methodology, a measure of subjectivity,
allowed the researchers to determine the various student perspectives in the bioinformatics course. 相似文献
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