Transitioning to online instruction: Strong ties and anxiety
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Transitioning to online instruction : Strong ties and anxiety. / Brewe, Eric; Traxler, Adrienne; Scanlin, Sarah.
I: Physical Review Physics Education Research, Bind 17, 023103, 2021.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Transitioning to online instruction
T2 - Strong ties and anxiety
AU - Brewe, Eric
AU - Traxler, Adrienne
AU - Scanlin, Sarah
PY - 2021
Y1 - 2021
N2 - We surveyed a national sample of United States physics faculty about the COVID-19 transition to online learning. Most faculty had 1–2 weeks to prepare and no experience with teaching online. They relied on department peers to discuss approaches and used lecture adaptations such as video conferencing rather than new curricular elements. Their responses were empathetic to the students' situation, and 90% believed they were average or above at implementing online instruction. Faculty's preference for local resources and existing methods suggests that in a crisis, strong network ties will dominate as information sources, with consequences for professional development and instructional change.
AB - We surveyed a national sample of United States physics faculty about the COVID-19 transition to online learning. Most faculty had 1–2 weeks to prepare and no experience with teaching online. They relied on department peers to discuss approaches and used lecture adaptations such as video conferencing rather than new curricular elements. Their responses were empathetic to the students' situation, and 90% believed they were average or above at implementing online instruction. Faculty's preference for local resources and existing methods suggests that in a crisis, strong network ties will dominate as information sources, with consequences for professional development and instructional change.
U2 - 10.1103/PhysRevPhysEducRes.17.023103
DO - 10.1103/PhysRevPhysEducRes.17.023103
M3 - Journal article
VL - 17
JO - Physical Review Physics Education Research
JF - Physical Review Physics Education Research
SN - 2469-9896
M1 - 023103
ER -
ID: 332195389