标题： 分析远程学习对学生在疫情期间保持进度的异质性影响 显示英文标题

标题： Analyzing the Heterogeneous Impact of Remote Learning on Students' Ability to Stay on Track During the Pandemic

摘要： 本研究调查了由于新冠疫情导致的远程学习对大学生在大学物理课程中跟上教学进度能力的影响，重点关注远程学习对不同人口统计群体的异质性影响。 学生学习数据来自70个在线学习模块，这些模块在2020年秋季和2020年春季学期均作为在线作业和自学材料，其中前41个模块是在2020年春季学期校园关闭之前布置的。 学生的跟上进度能力通过三个数据指标进行衡量：在截止日期前提交的模块百分比、提前提交以获得额外学分的模块百分比以及正确参与的模块百分比。 学生群体根据四个人口统计变量中的每一个分为两个人口统计群体：性别、种族、转学状态和第一代学生状态。 两个学期的所有三个数据指标首先在同一年级内的人口统计群体之间进行比较，然后在两个学期内的同一群体之间进行比较。 2020年秋季学期的人口统计群体之间的考试和课程成绩也进行了比较，并与2019年秋季学期的成绩进行了对比。 分析结果显示，远程学习显著减少了第一代学生的按时和提前提交，但增加了转学学生的提前提交频率。 疫情期间，代表性不足的少数族裔学生的参与模块百分比更高，而非URM学生在疫情前后模块参与水平相同。 这些结果表明，疫情期间的远程学习对学生不同的背景产生了非常不同的影响，未来的教学设计应努力提供更多灵活的选择，以满足多样化高等教育学生群体的各种需求。 显示英文摘要

摘要： This study investigates how remote learning due to the COVID pandemic impacts students' ability to keep up with the pace of instruction in a university level physics course, with a focus on the heterogeneous impact of remote learning on different demographic groups. Student learning data is collected from 70 online learning modules assigned as both online homework and self-study material in both Fall 2020 and Spring 2020 semesters, with the first 41 modules being assigned before campus closure in Spring 2020. Students' ability to stay on track is measured by three data indicators: percentage of modules submitted before the due date, percentage of modules submitted early for extra credit, and percentage of modules properly engaged with. The student population is divided into two demographic groups according to each of the four demographic variables: Gender, Ethnicity, Transfer Status and First generation status. All three data indicators from both semesters are first compared between each pair of demographic groups within the same semester, and then compared within the same group between the two semesters. Exam and course scores are also compared between demographics groups in Fall 2020 and against scores from the Fall 2019 semester. The analysis revealed that remote learning significantly reduced on-time and early submission for first-generation students, but increased the frequency of early submission for transfer students. Under-represented minority students had higher percentage of engaged modules during the pandemic, while non-URM students had the same level of module engagement before and after the pandemic. These results suggest that pandemic remote learning had very different impact for students with different demographic background, and future instructional design should strive to provide more flexible options to meet the various needs for a diverse higher-ed student population.