Students' Behavior While Doing Remote Asynchronous Hands-on Laboratories.

We present a mixed-data analysis of how students perform asynchronous hands-on labs at home and their success in achieving lab learning objectives that emphasize data sense-making and observational experimental skills. The labs use PHET simulations, the iOLab device and an electricity kit from PASCO. This is for our introductory physics calculus sequence (taught fully online before covid - since 2018) and the students are primarily adult learners with an average age usually around 27 years old. We used the Motivated Strategies for Learning Questionnaire (MSLQ) to measure student self-regulation and other learning skills and we collected qualitative data via pre-post surveys and a "field note" document for one of our labs. The MSLQ data shows differences from earlier studies in the categories of time management/self-regulation and help-seeking. Students uniformly report times for completion of the lab that exceed the expected target (sometimes by many hours). Many students make use of the peer-review system or other help channels to help them complete the labs. Our students overwhelmingly report that they find the labs valuable and useful to their learning (~90% of respondents). This in-depth analysis of asynchronous labs shows ways to design more effective learning experiences.