Flipped teaching transition to online teaching by STEM educators during the COVID-19 pandemic-Reference-Cited by-同舟云学术

Flipped teaching transition to online teaching by STEM educators during the COVID-19 pandemic

Published:2022-12-01 Issue:4 Volume:46 Page:677-684
ISSN:1043-4046
Container-title:Advances in Physiology Education
language:en
Short-container-title:Advances in Physiology Education

Author:

Gopalan Chaya¹²^ORCID,Serrano Charles²,Dickey Paige²,Daughrity Sheyenne³,Hackmann Elizabeth⁴,Bracey Georgia⁵,Bartels Lynn⁴,Fickas Julie⁶,Locke Sharon⁵,Butts-Wilmsmeyer Carolyn⁷

Affiliation:

1. Department of Applied Health, Southern Illinois University Edwardsville, Edwardsville, Illinois

2. Department of Nurse Anesthesiology, Southern Illinois University Edwardsville, Edwardsville, Illinois

3. Department of Biology, Southern Illinois University Edwardsville, Edwardsville, Illinois

4. Department of Psychology, Southern Illinois University Edwardsville, Edwardsville, Illinois

5. Center for STEM Research, Education, & Outreach, Southern Illinois University Edwardsville, Edwardsville, Illinois

6. St. Louis Community College, Forest Park Campus, St. Louis, Missouri

7. Center for Predictive Analytics, Southern Illinois University Edwardsville, Edwardsville, Illinois

Abstract

COVID-19 necessitated online teaching (OT). The perceptions of STEM faculty of OT at two-year and four-year institutions were examined. One group had received flipped teaching (FT) training (FTEs), whereas the others practiced traditional teaching (TTEs). Among two cohorts of FTEs, cohort 1 had been practicing FT but not cohort 2. FTEs were more confident with OT than TTEs. FT experience helped cohort 1 adjust to OT more than cohort 2. Overall, FT eased the transition to OT.

Funder

National Science Foundation

Publisher

American Physiological Society

Subject

General Medicine,Physiology,Education

Link

https://journals.physiology.org/doi/pdf/10.1152/advan.00148.2022

Reference26 articles.

1. Student Health Implications of School Closures during the COVID-19 Pandemic: New Evidence on the Association of e-Learning, Outdoor Exercise, and Myopia

2. COVID-19: 20 countries’ higher education intra-period digital pedagogy responses

3. When classroom interactions have to go online: the move to specifications grading in a project-based design course

4. Too much content, not enough thinking, and too little FUN!

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