Jackson, A., & Morkos, B., & Beyette, F., & Ragland, A., & May, D. (2022, August), Establishing qualitative inquiry to understand student experiences in online experimentation (Work in progress)  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41152

\bibitem{asee_peer_41152}
  Jackson, A., \& Morkos, B., \& Beyette, F., \& Ragland, A., \& May, D. (2022, August), \emph{Establishing qualitative inquiry to understand student experiences in online experimentation (Work in progress)}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41152

Andrew Jackson, Beshoy Morkos, Fred Beyette, Amy Ragland, and Dominik May.  "Establishing qualitative inquiry to understand student experiences in online experimentation (Work in progress)".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41152 Internet.  15 Jan, 2025

\bibitem{asee_peer_41152}
  Andrew Jackson, Beshoy Morkos, Fred Beyette, Amy Ragland, and Dominik May.
  "Establishing qualitative inquiry to understand student experiences in online experimentation (Work in progress)".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41152 Internet.  15 Jan, 2025

@INPROCEEDINGS{asee_peer_41152
author = "Andrew Jackson, Beshoy Morkos, Fred Beyette, Amy Ragland, and Dominik May"
title = "Establishing qualitative inquiry to understand student experiences in online experimentation (Work in progress)"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41152}
number = {10.18260/1-2--41152}
}

TY  - CPAPER
AB  - This work-in-progress paper describes the beginnings of our qualitative inquiry into how online laboratory experiences impact student learning. The global COVID-19 pandemic necessitated rapid shifts in instruction, especially toward online instruction. While instructors were required to rapidly adapt plans, the difficulty of these changes was amplified for laboratory courses that include hands-on experiences. Moreover, students were required to adapt to new learning content and approaches, taking place in new settings (i.e., from home), without the same resources to support instruction (e.g., hands-on materials, team member or instructor support), in the context of an unprecedented global event. Online instruction—and even laboratory experiences—had been implemented prior to the pandemic. Yet, these were usually in an elective capacity for students who desired the additional flexibility or augmented learning approach that online courses afforded. 

We have taken the unique circumstances of this wholesale transition to online instruction as an opportunity to generate fundamental knowledge about how online labs are experienced by diverse stakeholders, including those who might not otherwise participate in an online setting. For students we have asked, “How does online experimentation impact students learning experiences in terms of engagement, investigated through self-regulation and motivation?” 

This work-in-progress paper describes the beginnings of our qualitative inquiry in several ways. First, we describe the systematic development of an interview protocol following the interview protocol refinement framework (IPR). Second, we present our approach to paired thematic analysis of student interviews in the development of a coding scheme. Third, we corroborate the coding scheme by comparing coded results to the results of latent Dirichlet allocation (LDA), a machine-learning-based topic modeling approach. This multifaceted qualitative approach promises to uncover how students have navigated online experimentation activities.

The activities adopted in response to the pandemic may be integrated and persist beyond these circumstances. The benefits of online experimentation include increased access to engineering instruction through flexible timing, self-determined study, personalized learning, and the integration of learning accommodations for differently-abled students. By understanding how students experience online laboratory instruction—in rich detail through these qualitative approaches—we contribute to a model for student-centered online experimentation, which can improve the efficacy of this instruction and magnify these positive outcomes.

AU  - Andrew Jackson
AU  - Beshoy Morkos
AU  - Fred Beyette
AU  - Amy Ragland
AU  - Dominik May
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Establishing qualitative inquiry to understand student experiences in online experimentation (Work in progress)
UR  - https://peer.asee.org/41152
DO  - 10.18260/1-2--41152
ER  -