Abstract
This work details the ramifications of online learning using a novel, personalized learning system regarding high-school students’ experiences, attitudes, self-efficacy, and achievements during the 2020–2021 school year. Although research has explored the implications of remote and online learning on education worldwide, little attention was dedicated to high-school students’ experience with, and their inclination towards, learning with such systems. The research was conducted on high-school chemistry students in a mixed-method approach. We found a significant rise in students’ attitude towards the use of technology in chemistry classrooms, and their self-efficacy to learn chemistry using technology, whereas no significant change was found regarding students’ attitudes towards the personalization of chemistry and chemistry as a subject. Students who learned using the system’s personalization capabilities had a significant rise in their grades, compared with students who did not receive the full treatment. Qualitative analysis of students’ responses to open-ended questions revealed the changes in students’ experiences with the online, remote learning process, derived from their interfaces with the learning process, as they grew more accustomed to the system, understood it better, and saw its benefits to their chemistry learning. The reasons for the misalignment of the findings in this work, along with global trends in online learning are discussed, and future directions for research are proposed.
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Data Availability
The datasets generated and analyzed during the current study are available from the corresponding author on reasonable request. Please note that the datasets are in Hebrew. Examples from the data were translated into English and are available in Appendix 2.
Notes
The terms “online” and “remotely” in the context of the learning system are used interchangeably throughout the manuscript since the main experience of the students with the system was through online and remote learning during the Covid-19 lockdowns.
STEM (Science, Technology, Engineering, and Mathematics) stands to embody the larger community of science-related topics that are taught at schools, including chemistry.
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Ethical Statement
The research reported in this work was approved by the Head Science Officer of the Ministry of Education in Israel, file no. 10844. The research was also approved by the Weizmann Institutional Review Board (IRB-Education) and was found to be in accordance with the regulations of the IRB-Education.
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All users of the PeTeL system sign a consent form upon their registration to the system, in which they give their consent to have their user information used for pedagogical research purposes, to better personalized the learning experience for them. All the participants of the research gave their consent to collect, analyze, and report on their responses when they submitted the questionnaires.
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Appendices
Appendix 1. Structure of the unit on redox reactions
Appendix 2. List of codes as compiled from students’ answers to open-ended questions [P, positive; N, negative]
No | Category | Code | Description | Example quotations |
|---|---|---|---|---|
1 | LE | Boredom/lack of interest/not fun (N) | Referrals to boredom, lack/loss of interest, and not having fun learning online | • The site is not built well and does not stimulate keep on studying • [I dislike about online learning] that it is very not interesting when you can make chemistry so much more interesting |
2 | LE | Clarity/intelligibility (P) | Referring to the learning experience, and how it has made the learnt material to be more intelligible, clear, and comprehensible | • That I feel that in the end of the assignment I understand much better what we are learning • The assignments help understand the material and show me whether I got it or not |
3 | LE | Continuation of learning (P) | Positive reference to how online learning has allowed the (seamless) continuation of learning | • [I like about online learning] the capability to move forward and progress and learn the material even remotely and not stop even for Corona • [I like about online learning] that it is vary personalized and accessible, friendly and not stressing. It allows [me] to see the chemistry even remotely |
4 | LE | Difficulties with independent learning (N) | Both specific and indirect references to student’s difficulties with independent and self-regulated learning | • It is not always easy to understand things from a slideshow • Most of the time I am supposed to be in charge of my schedule [I like about online learning] that it is hard to maintain full focus and manage my schedule throughout the day, with all the distractions around |
5 | LE | Distractions/trouble concentrating (N) | Mentioning of distractions and concentration issues, and their originators | • [I don’t like about online learning] the distraction that come with using a computer • It is hard to focus |
6 | LE | Everything (P) | General, non-specific, positive comments | • There is nothing I don’t like about online learning • All is great |
7 | LE | It is easy to copy (P) | Positively mentioning how it is easier to copy while online learning | • [I like about online learning] that it is easy to do copy-and-paste from Wikipedia • That it is easy to copy |
8 | LE | Lack of motivation (N) | Specific mentioning of lack of motivation for learning | • It is really hard to find motivation and the will to get up and open the computer and focus on the assignment alone • [I don’t like about online learning] that there is no one that gives me motivation and there are many distractions at home |
9 | LE | Learning in a creative way (P) | Positive comments on the creativity in the learning process | • It is a new creative way [to learn], it inspires a lot of fun and interest to learn like this • [I like about online learning] the variety and creativity that there is |
10 | LE | Learning in an interesting, enriching way (P) | Specific mentioning of how enriching and interesting the experience of learning is, and referring to inherent challenges in a positive way | • The questions are good and interesting, through it I get to learn new things and bolster my knowledge • Learning through PeTeL is a different and experiential way. It allows us to discover another angle of chemistry learning |
11 | LE | Learning independently/learning from one’s mistakes (P) | Notes attending specifically to independent learning (positively) and/or a learning experience that allows the students to learn from their mistakes | • Learning in PeTeL is easier for me, there is an option to make a mistake a couple of times on each question and even if you get it wrong you get hints or explanations that help understand what we did wrong so you can understand for next time • [I like about online learning] that it helps me learn by myself |
12 | LE | Nothing/everything (N) | General, non-specific, negative comments | • I don’t like PeTeL • Nothing |
13 | LE | Online learning is ineffective (N) | Directly or indirectly mentioning that online/remote learning is ineffective | • I do not like online learning!! this learning is not effective and even though we are an advanced and technological-savvy generation, the means of remote learning do not meet the students’ needs • I do not like online learning that much. It is less effective in my eyes |
14 | LE | Personalized, adapted learning (P) | Positive references to having a personalized learning process and experience, and receiving personalized feedback | • A good place to practice, the system operates by giving a score for every questionnaire so we can self-evaluate, which is good • I like about online learning the idea that we the students can also experiment alone with the learnt material and also get to understand it in our own way |
15 | LE | Preferring to learn from books/pages/notebooks (N) | When students mentioned they prefer to learn using books, pages and notebooks (in comparison to online learning) | • I prefer having pages in front of my eyes, and have difficulties with the computer • I’m more of a book person, [I don’t like] the amount of time I spend in front of a screen |
16 | LE | Problems with understanding the material/the teacher (N) | Referrals to having difficulties understanding the learnt material or the teacher | • Sometimes it is harder to understand the material like this • It does not explain the material in the best way |
17 | LE | Responsibility (P) | Mentioning of the responsibilities the students need to assume of their own learning | • Online learning requires more concentration and responsibility and proper time management • [I like about online learning] that I need to be responsible for myself |
18 | LE | Supports learning (P) | General notions on how online leaning supports learning | • [I like about online learning] the way things are presented and explained • [I like about online learning] that it is quick and to the point and instructive |
19 | LE | The need to handle myself alone/I have no one to turn to (N) | Mentioning of when the students learn or work alone, or they feel they have no one to turn to or to ask question when the need arises | • If you don’t understand the material there is no one to ask • That I don’t have a way to ask the teacher and get an immediate answer, or that sometimes it is hard to understand the assignments in PeTeL |
20 | LE | Uncomfortable (N) | General negative comments regarding uncomfortability | • The interface is uncomfortable for me and I don’t get where I can find things, it feels cumbersome |
21 | LS | Difficulties learning from home (N) | Negatively mentioning of the experience of learning from home, including difficulties with self-management, disturbances and the presence of elements which are present at home but not at school, and have detrimental effect on learning | • [I] have to know the material perfectly to work from home for most of the time there is no help from the teacher, if you are not that good you will have a tough time at home • I don’t like that there are many distractions at home |
22 | LS | Isolation/social distancing (N) | Referring to isolation and social distancing, specifically from friends; mentioning of a sense of loneliness and lack of social interactions | • [I dislike] the lack of social gathering • I don’t like that you don’t get to see your friends, or the teacher, and that everyone has to handle the material by themselves |
23 | LS | Physical learning conditions/less interruptions (P) | Referring to the physical conditions in which learning takes place—and how those conditions allow for less interruptions to learning | • [I like about online learning] that there are no background noises • My surroundings are organized to my own comfort |
24 | SSI | Accessible (P) | Positive references to the accessibility of online learning | • The assignments are nice and accessible • The site is accessible and easy to perform tasks on |
25 | SSI | Availability of learning/practice materials (P) | Mentioning of the availability of online tools and materials for learning, practice, enrichment, etc | • I don’t like anything except the supportive resources that help me • There are enough questions to understand a specific topic |
26 | SSI | Availability of the system (P) | Positive referrals to the availability of the system in different places and different times | • Accessibility, I can [access it] from my mobile phone or my computer, it is available all the time and comfortable for use • I can learn from anywhere and at any time |
27 | SSI | Complicated/cumbersome (N) | Mentioning of the notion “complicated” or “cumbersome” in regard to online learning | • Sometimes it is too complicated to submit assignments because the process is complicated • It is not very normative and pretty complicated |
28 | SSI | Difficulties managing learning through PeTeL (N) | Specific difficulties students had with managing their learning with PeTeL | • There are not alerts on new material or new assignments • [I don’t like about online learning] that you can’t have late submission |
29 | SSI | Difficulties operating the learning systems/PeTeL (N) | Technical difficulties with the learning system or PeTeL, including local technical issues and system limitations (excluding internet and connectivity issues) | • It is hard to write the mass number and other small numbers required for chemistry learning • Sometimes I find myself getting entangled or that some of my things get deleted |
30 | SSI | Diversity of advantages of technical tools for learning (P) | Referring to the variety that exist among technological tools for learning, or their perceived advantages in the eyes of the students | • I like that it is easier than with books • It is more interesting than submitting assignments on paper. There are also simulation, pictures and videos that you don’t get on papers |
31 | SSI | Focused and organized (P) | Positively addressing the availability and orderly fashion of learning materials and tools | • [I like about online learning] that everything is organized in folders of each subject as so everything is understood even better than a notebook and that I can practice • [I like about online learning] the reservoir of materials and how everything in organized |
32 | SSI | Graphic/visual aspects (P) | Positive mentioning of the system’s visibility | • I like the graphics • [I like about online learning] the multi-colors, the accessibility of the site, and how it is organized |
33 | SSI | Homework/assignments can be handed-in online (P) | Positively mentioning the capability to submit assignments remotely/online, often multiple times | • I like doing homework through the computer • [I like] the system that allows for 3 submissions, the face that the data changes from question to question so it helps me understand |
34 | SSI | Learning with a computer/mobile device (P) | Positive references to learning/working with a computer/technological tools/mobile device | • [I like about online learning] that it is on the computer and it is very comfortable • I like doing my homework through the computer |
35 | SSI | Learning/working extensively on a computer (N) | Negative referencing learning/working with a computer | • I don’t like learning through the computer • I am not so good with computers and I find myself getting mixed in it often |
36 | SSI | Login/password issues (N) | Negative mentions of the need to repeatedly log-in to the system, and type in the password | • [I don’t like about online learning] that I need to open the computer every time • That I always forget my password |
37 | SSI | Receiving feedback from the system (P) | Positive references to the ability to receive (mostly immediate) feedback from the system | • [I like about online learning] the ability to see out mistakes • On the site there is a lot of the learnt material and I can go back and re-read it and learn it always, see which mistakes I made and explanations to the answers and this helps learn for the next time and know what I need to rehearse |
38 | SSI | Technical difficulties/trouble with internet (N) | Technical difficulties not related to the learning system or PeTeL, usually due to internet and connectivity issues (excluding local technical issues and system limitations) | • There are [sometime] hitches and internet problems that delete all of my answers • Sometimes the technological means are accompanied by technical difficulties |
39 | SSI | Technical difficulties in the learning systems/PeTeL (N) | Specifically mentioning technical difficulties occurring within the online/remote learning systems, and specifically in PeTeL | • In PeTeL sometimes I cannot get access to an assignment I have already submitted. I don’t like this because sometimes I want to go over the assignments and the answers but can’t • I don’t like that in PeTeL the open ended question that if you don’t get the answer just right it takes a lot of the points off. Sometimes there are mistakes in the multiple choice questions |
40 | SSI | The advantages of a computerized/online system over written/paper assignments (P) | Mentioning specific advantages of leaning online with a computerized system over using pages/books/notebooks | • [I like about online learning] the computer. I don’t have to write anything down • The writing is clear and writing down the answers is much more orderly than when I write answers during a frontal lesson |
41 | SSI | The system/PeTeL is unorganized/cannot find the right content (N) | Mentioning of difficulties finding relevant resources or content in PeTeL | • That I need to login and find the right questionnaire every time • PeTeL is a mess I can’t find anything that I need |
42 | SSI | The use of videos/experiment/simulations in online learning (P) | Positively referring to the use of videos, simulation, and computerized experiments while online learning | • There are more option to understand by using complex simulations • [I like about online learning] the demonstrations |
43 | SSI | Uncomfortable cellular/mobile operation (N) | Mentioning of problems with operating the learning system (PeTeL) through a cellular/mobile phone | • The site is less accessible for mobile (at least on my device) and so it makes my work more burdensome • It is not always comfortable to work with the site, it is very hard to access from the mobile device and there isn’t always a computer available |
44 | SSI | Visual/graphic aspects (N) | Negative mentioning of the system’s visibility | • I think the site’s graphics needs improvement • There are many distractions, [the system] is not very visually-oriented |
45 | STI | (Online) Collaboration (P) | Positively mentioning the ability for online cooperation | • That I can share with the rest [of the students] and see what they have done and I can solve on the screen together and cooperate • That I can study with a friend |
46 | STI | Academic difficulties/the level of learning is misaligned with the level of the class or the students (N) | Negative mentioning of the misaligning of the level of the lessons/assignments with the academic level of the students in the class (usually, in favor of the lessons) | • It is hard to learn at the level required from us and so directly • [I don’t like about online learning] that many times the questions in the tests do not correlate to the level of the class and the level of questions that we do in class with the teacher, that are much harder |
47 | STI | Availability of communication with the teacher (P) | Positive referrals to the availability of the teacher for questions, explanations, and when they utilize the existing platforms to better communicate with the students | • The teacher is always available • [I don’t like about online learning] that the teacher listens to you more and can be asked more questions than in a classroom and so I can understand the material better |
48 | STI | Difficulties understanding the questions (N) | Mentioning of the difficulties they had understanding the questions | • Sometimes the questions are unintelligible to a degree that causes one to make mistakes • Sometimes the questions are not understandable enough and the assignments are too long |
49 | STI | Easy/comfortable learning (P) | Mentioning of the words “easy” or “comfortable” in the physical sense of the learning experience | • There is no need to strain yourself • It is user-friendly, comfortable, with an enormous practice reservoir, appropriate for preparation towards exams, very informative and clear, accessible and more |
50 | STI | Flexibility (P) | Mentioning of the term “flexibility” in different forms, and how the students get to have control over their own schedule and itinerary while remote learning | • I think that learning online is sometimes more flexible with the students and so it is much more comfortable for me to do them • I like the flexibility with the hours that it gives me |
51 | STI | High load of assignments (N) | Mentioning of backlog or high load of assignments due to online learning | • The questions are too long • There are way too many assignments to submit |
52 | STI | Lack of demonstrations (N) | Negative references to the inability to perform experiments physically, and/or the disadvantages of online experiments, or regarding the drawbacks of not being able to illustrate abstract concepts through online learning | • [I don’t like about online learning] that it is comprised only from theoretical questions and not practical work • It lacks animations/videos for illustrating |
53 | STI | Lack of face-to-face learning/teacher (N) | Negative comments specifically on lack of face-to-face learning and/or with the teacher | • [I don’t like about online learning] that it is online and not a teacher facing a student • It is nothing like interacting with the teacher, that there is a human response and the explanation in adapted to the student |
54 | STI | Learning from home/not at school (P) | Positive comments about learning from home and/or not at school | • I like that you can work from home and still have effective learning • It is easier and more comfortable to do everything from home |
55 | STI | Learning management (P) | Positive notes on the capability of students to manage their own learning, specifically regarding learning planning (when and how), control over the content and ways of learning, and even their capability to change their learning space (excluding references on independent time management) | • [I like about online learning] the option to save assignments and continue working on them later • [I like about online learning] that the noisy kids get muted and you can continue learning properly |
56 | STI | Learning should be in class/it is easier for me to learn in class (N) | Commenting how learning should take place in a classroom (either in general or as a personal experience), granting the physical presence of the teacher | • The level is relatively hard and it is not like learning in class that you can just ask for help or turn to the teacher at any given moment about the exercise • What I don’t like [about online learning] is that I prefer during class to be at school and practice with the teacher and not in PeTeL |
57 | STI | Low level of detail/feedback for remote/computerized assignments (N) | Negatively mentioning a low level of detail in the feedback students receive | • Sometimes there are no explanations to the questions so in case you get them wrong there is no explanation as to why the correct answer is correct • [I dislike about online learning] that there are some assignments that you can’t see the answers once you’ve submitted them |
58 | STI | No personal treatment (N) | Specific mentioning of lack of personal attention, or reference to how the teacher does not grant students with personal attention | • [I dislike about online learning] almost everything, and that there is no personal treatment so you have to learn most things by yourself • I dislike the lack of personal, physical connection with the teacher and the other students and the inability to work in the lab |
59 | STI | Personal management of time/less time-wise stress (P) | Positively referencing their ability to manage their own time, and being less stressed because of it | • [I like about online learning] that I can learn at my own pace • What I like about learning with PeTeL is that I can practice and solve questions after school time |
60 | STI | Physical difficulties to sit/watch the screen/computer (al lot) (N) | Negatively mentioning the difficulties with prolonged work in front of a computer/screen | • It is hard for me to sit in front of the computer • [I like about online learning] the amount of screen time |
61 | STI | Silent/the ability to focus and be attentive (P) | The ability to maintain a quiet surroundings, which makes it easier to focus and concentrate on learning | • It compels me to be attentive • It is quieter than in class so it is easy to concentrate and focus your own learning |
62 | STI | The lack of availability/communication with the teacher (N) | Negative references to problems communicating with the teacher, cases of no availability, difficulties acquiring the teacher’s attention or receiving feedback from them | • There are a lot of hardships, and it is not like learning in class that I can just ask the teacher at any given moment about the assignment • [I don’t like about online learning] that there is no direct communication with the teacher and sometimes there are things that are misunderstood that cannot be told to the teacher directly |
63 | STI | The teacher does not know how to teach online (N) | Referencing the teacher’s shortcomings regarding teaching remotely and/or with an online system | • In online learning the teachers can’t pass all of the material all the time and the students can’t always focus • [I don’t like about online learning] that there are teachers who do not know how to teach in an online system and so the concept of online learning becomes bad in my eyes |
64 | STI | The teacher has many technical difficulties (N) | Mentioning of the teacher’s technical difficulties and lack of technical proficiency | • [I dislike about online learning] that the teacher doesn’t see when I’ve submitted assignments and I must notify him in advance • Sometimes Zoom makes problems and jams and it bothers and you can’t concentrate like this, and also the teacher can be less attentive to who understands and who doesn’t |
65 | STI | Untapped potential (N) | Mentioning of the students’ will to learn in a certain way through online learning, and how it has failed to meet their expectations | • It is hard to notice repeated mistakes or a pattern of mistakes • [we need] more questions, less learning of material |
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Aviran, E., Blonder, R. The Influence of Learning with an Online, Personalized Environment on Students’ Attitudes, Beliefs, and Outcomes. J Sci Educ Technol 32, 722–742 (2023). https://doi.org/10.1007/s10956-023-10060-1
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DOI: https://doi.org/10.1007/s10956-023-10060-1