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Journal article
Transitioning to online instruction: Strong ties and anxiety
Physical review. Physics education research, v 17(2), p023103
22 Jul 2021
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
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.
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Details
- Title
- Transitioning to online instruction: Strong ties and anxiety
- Creators
- Eric Brewe - Drexel UniversityAdrienne Traxler - Wright State UniversitySarah Scanlin - Drexel University
- Publication Details
- Physical review. Physics education research, v 17(2), p023103
- Publisher
- Amer Physical Soc
- Number of pages
- 6
- Grant note
- DUE 2027958; DUE 2027963 / NSF; National Science Foundation (NSF)
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Physics
- Web of Science ID
- WOS:000679376400002
- Scopus ID
- 2-s2.0-85111322950
- Other Identifier
- 991019168484104721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research
- Education, Scientific Disciplines