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Physical Review Physics Education Research
written by Eric Brewe, Adrienne L. Traxler, and Sarah Scanlin
This article surveys 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.
Physical Review Physics Education Research: Volume 17, Issue 2, Pages 023103
Subjects Levels Resource Types
Education Foundations
- Sample Population
= Instructor: Faculty
- Teacher Characteristics
Education Practices
- Learning Environment
- Pedagogy
= Instructional Issues
- Technology
= Distance Education
General Physics
- Physics Education Research
- Graduate/Professional
- Lower Undergraduate
- Upper Undergraduate
- Reference Material
= Research study
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- Educators
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Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.023103
NSF Numbers:
DUE
2027958
DUE
2027963
Keywords:
online lab, online learning, remote course, remote learning
Record Creator:
Metadata instance created November 10, 2021 by Lyle Barbato
Record Updated:
January 25, 2022 by Lyle Barbato
Last Update
when Cataloged:
July 22, 2021
Other Collections:

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Record Link
AIP Format
E. Brewe, A. Traxler, and S. Scanlin, , Phys. Rev. Phys. Educ. Res. 17 (2), 023103 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.023103).
AJP/PRST-PER
E. Brewe, A. Traxler, and S. Scanlin, Transitioning to online instruction: Strong ties and anxiety, Phys. Rev. Phys. Educ. Res. 17 (2), 023103 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.023103>.
APA Format
Brewe, E., Traxler, A., & Scanlin, S. (2021, July 22). Transitioning to online instruction: Strong ties and anxiety. Phys. Rev. Phys. Educ. Res., 17(2), 023103. Retrieved June 23, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.17.023103
Chicago Format
Brewe, E, A. Traxler, and S. Scanlin. "Transitioning to online instruction: Strong ties and anxiety." Phys. Rev. Phys. Educ. Res. 17, no. 2, (July 22, 2021): 023103, https://doi.org/10.1103/PhysRevPhysEducRes.17.023103 (accessed 23 June 2024).
MLA Format
Brewe, Eric, Adrienne Traxler, and Sarah Scanlin. "Transitioning to online instruction: Strong ties and anxiety." Phys. Rev. Phys. Educ. Res. 17.2 (2021): 023103. 23 June 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.17.023103>.
BibTeX Export Format
@article{ Author = "Eric Brewe and Adrienne Traxler and Sarah Scanlin", Title = {Transitioning to online instruction: Strong ties and anxiety}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {2}, Pages = {023103}, Month = {July}, Year = {2021} }
Refer Export Format

%A Eric Brewe %A Adrienne Traxler %A Sarah Scanlin %T Transitioning to online instruction: Strong ties and anxiety %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %D July 22, 2021 %P 023103 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.023103 %O application/pdf

EndNote Export Format

%0 Journal Article %A Brewe, Eric %A Traxler, Adrienne %A Scanlin, Sarah %D July 22, 2021 %T Transitioning to online instruction: Strong ties and anxiety %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %P 023103 %8 July 22, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.023103


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Transitioning to online instruction: Strong ties and anxiety:

Covers the Same Topic As Lab instruction during the COVID-19 pandemic: Effects on student views about experimental physics in comparison with previous years

A related study of impacts of COVID-mandated remote learning on student views toward experimental physics.

relation by Caroline Hall

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