Transitioning to online instruction: Strong ties and anxiety

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...

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Autores principales:	Eric Brewe, Adrienne Traxler, Sarah Scanlin
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/cd93ba7b7b4e418b9560b4732278f0bc
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spelling	oai:doaj.org-article:cd93ba7b7b4e418b9560b4732278f0bc2021-12-02T17:03:30ZTransitioning to online instruction: Strong ties and anxiety10.1103/PhysRevPhysEducRes.17.0231032469-9896https://doaj.org/article/cd93ba7b7b4e418b9560b4732278f0bc2021-07-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.023103http://doi.org/10.1103/PhysRevPhysEducRes.17.023103https://doaj.org/toc/2469-9896We 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.Eric BreweAdrienne TraxlerSarah ScanlinAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 2, p 023103 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Eric Brewe Adrienne Traxler Sarah Scanlin Transitioning to online instruction: Strong ties and anxiety
description	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.
format	article
author	Eric Brewe Adrienne Traxler Sarah Scanlin
author_facet	Eric Brewe Adrienne Traxler Sarah Scanlin
author_sort	Eric Brewe
title	Transitioning to online instruction: Strong ties and anxiety
title_short	Transitioning to online instruction: Strong ties and anxiety
title_full	Transitioning to online instruction: Strong ties and anxiety
title_fullStr	Transitioning to online instruction: Strong ties and anxiety
title_full_unstemmed	Transitioning to online instruction: Strong ties and anxiety
title_sort	transitioning to online instruction: strong ties and anxiety
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/cd93ba7b7b4e418b9560b4732278f0bc
work_keys_str_mv	AT ericbrewe transitioningtoonlineinstructionstrongtiesandanxiety AT adriennetraxler transitioningtoonlineinstructionstrongtiesandanxiety AT sarahscanlin transitioningtoonlineinstructionstrongtiesandanxiety
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Transitioning to online instruction: Strong ties and anxiety

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