Transitioning to online instruction: Strong ties and anxiety
Transitioning to online instruction: Strong ties and anxiety
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DOI：
10.1103/physrevphyseducres.17.023103
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发表时间：
2021-07-22
影响因子：
3.1
通讯作者：
Scanlin, Sarah
中科院分区：
文献类型：
--
作者：
Brewe, Eric;Traxler, Adrienne;Scanlin, Sarah
我们调查了美国物理教师的全国样本，了解COVID-19向在线学习的过渡。大多数教师只有1-2周的准备时间，而且没有在线教学的经验。他们依靠系里的同辈来讨论教学方法，使用视频会议等课堂改编，而不是新的课程元素。他们的回答是同情学生的情况，90%的人认为他们在实施在线教学方面处于中等或以上水平。教师对当地资源和现有方法的偏好表明，在危机中，强大的网络关系将作为信息来源占主导地位，对专业发展和教学变化产生影响。
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.