A guide for incorporating e-teaching of physics in a post-COVID world

Abstract

Distance education has expanded significantly over the last decade, but the natural sciences have lagged in the implementation of this instructional mode. The abrupt onset of the COVID-19 pandemic left educational institutions scrambling to adapt curricula to distance modalities. With projected effects lasting through the 2020–2021 academic year, this problem will not go away soon. Analysis of the literature has elucidated the costs and benefits of, as well as obstacles to, the implementation of e-learning, with a focus on undergraduate physics education. Physics faculty report that a lack of time to learn about research-driven innovation is their primary barrier to implementing it. In response, this paper is intended to help physics lecturers and lab instructors re-think their courses now that distance learning is far more prevalent due to the pandemic. This paper serves as an all-in-one guide of recommendations for successful distanced educational practices, with an emphasis on smartphones and social media. These technologies were chosen for their utility in a virtual environment. Additionally, this paper can be used as a resource for university administrators to adapt to the changing needs associated with new teaching modalities.

LAB Theory, HLAB Pedagogy, and Review of Laboratory Learning in Chemistry during the COVID-19 Pandemic

“…While this review builds on prior literature to help inform the discussion about the role and efficacy of laboratory learning, it is neither a comprehensive review of all literature on laboratory learning − ,, and virtual laboratories ,,− nor distance, online, remote, or emergency remote education in general. , This review focuses primarily on articles about ERL in the laboratory published in this Journal ’s special issue “Insights Gained While Teaching Chemistry in the Time of COVID-19”, which was published at the end of summer 2020. The special issue deliberately solicited reports globally from instructors, researchers, or anyone who had something to report about their experiences with chemical education during the first wave of COVID-19 .…”

Animações de conceitos da teoria de erros usando Manim/Python

“…As disciplinas de laboratório foram afetadas fortemente pelo ensino remoto emergencial imposto pela pandemia do COVID-19. Os experimentos tiveram que ser adaptados [27], a avaliação de conteúdos teve que ser repensada [28] e o uso de simulações, laboratórios virtuais [29], smartphones e redes sociais se intensificou [30]. Assim, esse trabalho visa fornecer um material complementar para as disciplinas introdutórias de Física experimental e auxiliar no oferecimento dessas disciplinas no formato híbrido.…”

Biophotonics box: educational kit for multidisciplinary outreach activities in optics and photonics

“…Virtual labs have been developed before the pandemic to complement students learning typically when experiments would be unpractical with manual measurements or upon shortage of specific laboratory resources for activities with large groups of students. However, considering that hands-on experience is of paramount importance to enable students to place the lecture theory in an appropriate perspective, the use of virtual labs has raised many concerns among educators [1,2]. In addition, decreased student learning has been attributed to negative psychological effects of extended home isolation and, particularly in low-income homes, lack of access to high-speed internet and electronic devices needed for online learning [1].…”

“…In addition, decreased student learning has been attributed to negative psychological effects of extended home isolation and, particularly in low-income homes, lack of access to high-speed internet and electronic devices needed for online learning [1]. Although a number of at-home experiments have been proposed in the past, but only a few of these experiments cover light concepts in low-resource settings [2]. To provide educators a way of bring creative at-home experiments to students, we have developed an educational kit (biophotonics box) which contains low-resource components and does not require access to a computer to run experiments.…”