Table 4 Overview of topics
Number | Name | Definition | Occurrences |
|---|---|---|---|
1 | Learning by Doing | The effect of hands on learning for the laboratory experience. | 1235 (17.2%) |
2 | Time Management Across a Lab Activity | How students utilize time flexibly during a lab activity to maintain success. | 616 (8.6%) |
3 | Hands On Experience | How lack of hands on experience impacts student-lab engagement. | 612 (8.5%) |
4 | Critique of Instruction | Analysis of procedures, comments on the video, including how the two compliment or support each other | 429 (6.0%) |
5 | Specific Chemistry Concepts | Reaction to drawing Lewis structures and then building physical models of these molecules from everyday materials. | 414 (5.8%) |
6 | Indications of Understanding | The feelings associated with overcoming difficult laboratory elements, mainly due to poor understanding of materials. | 407 (5.7%) |
7 | Having to Work Individually | Having to work individually as well as the transition from the prior experience of working with a lab partner. | 394 (5.5%) |
8 | Analysis of Course Format | Views about the implementation of the specific laboratory curriculum design features. | 388 (5.4%) |
9 | Resources Support Student Goals | How the availability of resources, including being able to watch someone do the experiment accurately or the actual hands-on experience itself allowed them to be used as needed. | 358 (5.0%) |
10 | Specific Implications | Indications of specific implications including the most common statement that there were no implications perceived. | 286 (4.0) |
11 | Preparation for Future Laboratory Work | Feelings about preparedness for future laboratory work in relation to other courses or for their career intentions. | 270 (3.8%) |
12 | Availability of the TA for Help | The availability of TAs to ask questions and problem-solve. | 244 (3.4%) |
13 | Use of Time in Relation to Course Activities | Perceptions of time spent within general activities across the course. | 233 (3.2%) |
14 | Importance of Previously Learned Concepts | The ways that the online laboratory was perceived in relation to previously learned chemistry concepts in a related context. | 223 (3.1%) |
15 | Time Management for Assignments | How the use of time and self-discipline affected their work in the course. | 211 (2.9%) |
16 | Work Elements of a Teaching Laboratory | Interplay of physical and cognitive elements of teaching laboratories that are perceived as contributing to the success of student experiences
. | 190 (2.6%) |
17 | Performing Data Analysis | Important elements that make up a successful laboratory experiment. | 167 (2.3%) |
18 | Personal Returns | Academic and emotional outputs following completion of the online laboratory. | 160 (2.2%) |
19 | Expression of Affect for Parts or All of the Experience | Feelings derived from specific activities or the general experience with online laboratory work. | 150 (2.1%) |
20 | Reactions to Disruption of the Expected Experience | Recognition of the underlying cause for why they are having the current experience. | 109 (1.5%) |
21 | Guidance from the TA | Recognition of the TA as the key figure for guidance. | 86 (1.2%) |