Motivation, internet connectivity, and hardware/software problems were widespread challenges in remote STEM courses¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q2 i? 82% of STEM students cited staying motivated as a problem, with 45% calling it a major problem. → Means 2020 q2 i? 46% of students experienced internet connectivity problems serious enough to interfere with attending or participating at least occasionally; 15% experienced them often or very often. → Means 2020 (2)

Evidence¶

Means 2020¶

Means, B., & Neisler, J. (2020). Unmasking Inequality: STEM Course Experience During the COVID-19 Pandemic. Digital Promise Global. https://digitalpromise.dspacedirect.org/items/c978880f-6afe-4778-9df2-dac931a9c471 doi:10.51388/20.500.12265/102

q2 · i? · associational · r2

Structured-response survey items on problems continuing STEM courses online; motivation was "the single problem reported by the largest proportion of students," cited by 82% (45% major, 37% minor).

"staying motivated to do well in the course after it went online: 82% of STEM students cited this as a problem (45% said it was a “major problem” for them, and another 37% said it was a “minor problem”)"

Means 2020 (2)¶

Means, B., & Neisler, J. (2020). Unmasking Inequality: STEM Course Experience During the COVID-19 Pandemic. Digital Promise Global. https://digitalpromise.dspacedirect.org/items/c978880f-6afe-4778-9df2-dac931a9c471 doi:10.51388/20.500.12265/102

q2 · i? · associational · r2

Same survey's technology-access items; 96% of students used home internet access for their STEM course, and connectivity problems interfered for 46% at least occasionally, often or very often for 15%.

"Internet connectivity issues were serious enough to interfere with students’ ability to attend or participate in their STEM course at least occasionally for 46% of students, with 15% of students experiencing such problems often or very often."

Discussion¶

Related Claims¶

• Maintaining motivation was the most prevalent non-technology challenge students faced learning at a distance — possibly the same claim (merge candidate)
• During spring 2020 remote instruction, internet connectivity and hardware/software problems interfered with course participation for large shares of undergraduates — possibly the same claim (merge candidate)
• Staying motivated was the most prevalent non-technology challenge to completing STEM courses at a distance, reported as a major problem by 45% of students — possibly the same claim (merge candidate)
• Nearly half of STEM students experienced internet connectivity problems that interfered with course participation after the COVID shift to remote instruction — possibly the same claim (merge candidate)
• Staying motivated was the most pervasive challenge of learning remotely, and students missed instructor feedback, peer collaboration, and hands-on experiences — possibly the same claim (merge candidate)
• The number of challenges a student experienced was strongly associated with post-COVID course satisfaction: 81 percent satisfaction with no challenges versus 32 percent with four or more — related
• Hispanic and low-income students reported more challenges and technology problems after the shift online than non-Hispanic White and higher-income peers; rural students did not differ — related
• Technology access problems during the COVID shift were more prevalent among minoritized students and students from lower-income households — related
• Students attributed online-course problems more to the unplanned move online (45%) than to inherent limitations of online learning (37%) — related
• Technical issues (login scanning, internet connectivity, projector setup, and glitches) frustrated students and created a significant barrier to playlist implementation — related
• Students identified weaknesses in the AI feedback model: lack of real-time feedback, software/economic access barriers, and occasional incorrect or inconsistent outputs — related
• Pedagogical challenges inherent in distance and online learning must be considered in instructional design and software development — a broader claim this one bears on
• Most Digital Café participants had home Internet but no one to help with everyday computer learning needs — related