TY - JOUR
T1 - Effectiveness of online social science undergraduate research experiences
T2 - Exploratory evidence
AU - Ruth, Alissa
AU - Brewis, Alexandra
AU - SturtzSreetharan, Cindi
AU - Wutich, Amber
AU - Stojanowski, Christopher M.
N1 - Funding Information:
We would like to thank the faculty and graduate students who mentor research apprenticeships as well as the students who participate and help make these great experiences.
Publisher Copyright:
Copyright © 2022 Ruth, Brewis, SturtzSreetharan, Wutich and Stojanowski.
PY - 2022/7/22
Y1 - 2022/7/22
N2 - Undergraduate research experience (UREs) benefit students, but are typically conducted in person. In 2020–2021, many research and teaching activities unexpectedly moved into virtual spaces. We identify key benefits and challenges experienced by virtual URE participants in the social sciences, based on systematic coding of aligned surveys with both faculty and students. Perceived benefits included access and flexibility. Both mentors and students who had switched from in-person modalities, however, expressed a perceived loss of community, undermining the perceived effectiveness and value of the URE. They also perceived the lack of “hands-on work” as a negative. In contrast, existing online students identified UREs as creating a much needed and valued connection, enhancing their experiences. We suggest the experience of all participants in virtual UREs can benefit from centralizing community-building strategies, and give some possible examples.
AB - Undergraduate research experience (UREs) benefit students, but are typically conducted in person. In 2020–2021, many research and teaching activities unexpectedly moved into virtual spaces. We identify key benefits and challenges experienced by virtual URE participants in the social sciences, based on systematic coding of aligned surveys with both faculty and students. Perceived benefits included access and flexibility. Both mentors and students who had switched from in-person modalities, however, expressed a perceived loss of community, undermining the perceived effectiveness and value of the URE. They also perceived the lack of “hands-on work” as a negative. In contrast, existing online students identified UREs as creating a much needed and valued connection, enhancing their experiences. We suggest the experience of all participants in virtual UREs can benefit from centralizing community-building strategies, and give some possible examples.
KW - experiential learning
KW - online
KW - remote (distant) education
KW - undergraduate research
KW - virtual
UR - http://www.scopus.com/inward/record.url?scp=85135466954&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85135466954&partnerID=8YFLogxK
U2 - 10.3389/feduc.2022.849908
DO - 10.3389/feduc.2022.849908
M3 - Article
AN - SCOPUS:85135466954
SN - 2504-284X
VL - 7
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 849908
ER -