Identifying Factors That Influence Student Perceptions of Stress in Biology Courses with Online Learning Modalities

Autor/inn/en	Jackson, Jordan; Almos, Hannah; Karibian, Natalie; Lieb, Connor; Butts-Wilmsmeyer, Carrie; Aranda, Maurina L.
Titel	Identifying Factors That Influence Student Perceptions of Stress in Biology Courses with Online Learning Modalities
Quelle	In: Journal of Microbiology & Biology Education, 23 (2022) 1, (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aranda, Maurina L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7877
Schlagwörter	Student Attitudes; Stress Variables; Biology; Science Education; College Students; Online Courses; Student Responsibility; Tests + Suchen Sie Ihr Suchwort? Schülerverhalten; Biologie; Naturwissenschaftliche Bildung; Collegestudent; Online course; Online-Kurs; Examination; Prüfung; Examen
Abstract	Students in higher education encounter many factors both inside (academic) and outside (nonacademic) classrooms that can influence their perceptions of stress in their biology courses. These can include course learning modalities, coursework, grades, as well as time management outside of class. It is unknown what stressors are perceived by students enrolled in biology courses--especially in online learning modalities. Therefore, our mixed method study aims to investigate the extent to which online course modalities influence students' perception of stress, as well as identify academic and nonacademic factors that influence students' perceptions of stress in biology courses. Student survey data (n = 240) was collected in the Fall 2020 semester while many courses were held online due to the COVID-19 pandemic. Our qualitative and quantitative analyses indicated three major findings: First, 70% of students specifically indicated that online-learning modalities increased their stress levels. Our second major finding is that 70% of students indicated the size of class workloads--work both in and out of class--is too much, which especially impacts students with caretaking and work responsibilities. Finally, over 85% of students indicated that exams were a major source of stress, specifically, a third of the students reported the time to complete the exam and exam material as sources of stress. This work is the first to identify stressors in online biology courses, and these analyses will inform future pedagogy, curriculum, and policies to mitigate students' stress as instructors continue to explore online learning pedagogy. (As Provided).
Anmerkungen	American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01