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  • Open Access

Transitioning to online instruction: Strong ties and anxiety

Eric Brewe1, Adrienne Traxler2, and Sarah Scanlin3

  • 1Drexel University, Department of Physics, School of Education, Philadelphia, Pennsylvania 19104, USA
  • 2Wright State University, Department of Physics, Dayton, Ohio 45435, USA
  • 3Drexel University, Department of Electrical and Computer Engineering, Philadelphia, Pennsylvania 19104, USA

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Phys. Rev. Phys. Educ. Res. 17, 023103 – Published 22 July, 2021

DOI: https://doi.org/10.1103/PhysRevPhysEducRes.17.023103

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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Information

Phys. Rev. Phys. Educ. Res. 17, 023103– Published 22 July, 2021
  • Received 4 February 2021
  • Revised 27 April 2021
  • Accepted 28 June 2021
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