Evaluating Students' Attitudes and Learning in an Undergraduate Particle Physics Online Course
Year: 2025
Type: conference-paper
Abstract: As part of a National Science Foundation-funded initiative to broaden career pathways for physics majors at Hispanic-Serving Institutions (HSIs), we developed and implemented an online particle physics course through the CSU Fully Online system.The course integrates active learning strategies-including pre-recorded lectures, weekly conceptual assessments, structured office hours, and research term papers.Students are selected from this course for further engagement through summer research at national and international labs such as CERN (European Organization for Nuclear Research).This paper presents preliminary findings from the first implementation, examining changes in students' self-efficacy, physics identity, and interest over the semester, as well as the relationship between these affective dimensions and performance on pre and postassessment questions.Pre/post survey results revealed stable levels of interest, some positive shifts in identity, and a significant correlation between post-course identity and post-assessment performance.These preliminary results offer insight into how online physics courses can support both affective development and learning.
Authors: Qing X. Ryan, Jahnea Ordona, Lee Deng, Nguyen Ho, Shohreh Abdolrahimi
Institution: California State Polytechnic University
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Funder: National Science Foundation
OpenAlex ID: W4415600096
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