Pivoting physics labs online

Abstract The COVID-19 pandemic forced introductory lab courses to shift to an online format. This implementation involved a shift in emphasis in learning goals towards transferable lab skills and involved a range of activities, including PhET simulations, video data collection, analysis of data sets, and open-ended free response conceptual questions. In this study, we examined student perceptions of aspects of the online lab activities and learning outcomes. We find that synchronous attendance is more likely to produce positive learning outcomes and that activities associated with data analysis are perceived to be more difficult. We discuss structural flaws with the learning management systems that can exacerbate student perceptions.