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 -