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Flipped Teaching Transition to Online Teaching by STEM Educators during the COVID-19 Pandemic

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Title: Flipped Teaching Transition to Online Teaching by STEM Educators during the COVID-19 Pandemic
Language: English
Authors: Gopalan, Chaya (ORCID 0000-0003-1884-8707), Serrano, Charles, Dickey, Paige, Daughrity, Sheyenne, Hackmann, Elizabeth, Bracey, Georgia, Bartels, Lynn, Fickas, Julie, Locke, Sharon, Butts-Wilmsmeyer, Carolyn
Source: Advances in Physiology Education. Dec 2022 46(4):677-684.
Availability: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Peer Reviewed: Y
Page Count: 8
Publication Date: 2022
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1821664
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Flipped Classroom, Electronic Learning, Distance Education, STEM Education, COVID-19, Pandemics, Science Teachers, Synchronous Communication, Asynchronous Communication, Teaching Methods, Teacher Attitudes, College Faculty
DOI: 10.1152/advan.00148.2022
ISSN: 1043-4046
1522-1229
Abstract: COVID-19 necessitated online teaching (OT) during the second half of the spring 2020 semester. The perceptions of science, technology, engineering, and math (STEM) faculty of OT at a two-year (2-YI) and a four-year (4-YI) institution were examined during this sudden switchover. One group of educators had received flipped teaching (FT) training (FTEs, n = 23), whereas the other group was practicing traditional teaching (TTEs, n = 18). There were two cohorts of FTEs: "cohort 1" were implementing FT for the third time in their classrooms, and "cohort 2" had started for the first time. The survey results suggested that FTEs were more confident with OT than TTEs (P < 0.05). It was interesting to note that 62.5% of the FTEs, whether they were from "cohort 1" or "cohort 2," chose an asynchronous approach, whereas 37.5% delivered synchronous OT during the sudden transition. It was found that FT experience helped "cohort 1" adjust to OT compared with "cohort 2." Overall, these results suggest that FTEs were confident and their resources for FT eased the transition to OT.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1369516
Database: ERIC
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  Data: Flipped Teaching Transition to Online Teaching by STEM Educators during the COVID-19 Pandemic
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  Data: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
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  Data: 8
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  Data: National Science Foundation (NSF)
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  Data: 10.1152/advan.00148.2022
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  Data: 1043-4046&lt;br /&gt;1522-1229
– Name: Abstract
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  Data: COVID-19 necessitated online teaching (OT) during the second half of the spring 2020 semester. The perceptions of science, technology, engineering, and math (STEM) faculty of OT at a two-year (2-YI) and a four-year (4-YI) institution were examined during this sudden switchover. One group of educators had received flipped teaching (FT) training (FTEs, n = 23), whereas the other group was practicing traditional teaching (TTEs, n = 18). There were two cohorts of FTEs: &quot;cohort 1&quot; were implementing FT for the third time in their classrooms, and &quot;cohort 2&quot; had started for the first time. The survey results suggested that FTEs were more confident with OT than TTEs (P &lt; 0.05). It was interesting to note that 62.5% of the FTEs, whether they were from &quot;cohort 1&quot; or &quot;cohort 2,&quot; chose an asynchronous approach, whereas 37.5% delivered synchronous OT during the sudden transition. It was found that FT experience helped &quot;cohort 1&quot; adjust to OT compared with &quot;cohort 2.&quot; Overall, these results suggest that FTEs were confident and their resources for FT eased the transition to OT.
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  Data: 2023
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