Analysis of the literature has elucidated the costs and benefits of, as well as obstacles to, the implementation of e-learning, with a focus in undergraduate physics education. With projected effects lasting into the coming academic year, this problem will not go away soon. Recently, the abrupt onset of the COVID-19 pandemic left educational institutions fumbling with adapting curricula to distance modalities. Additionally, this paper can be used as a resource for university administrators to adapt to the changing needs associated with new teaching modalities.ĭistance education has expanded significantly over the last decade, but the natural sciences have lagged in the implementation of this instructional mode. These technologies were chosen for their utility in a virtual environment.
This paper serves as an all-in-one guide of recommendations for successful distanced educational practices, with an emphasis on smartphones and social media. In response, this paper is intended to help physics lecturers and lab instructors rethink their courses now that distance learning is far more prevalent due to the pandemic. Physics faculty report that a lack of time to learn about research-driven innovation is their primary barrier to implementing it. 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. With projected effects lasting through the 2020-21 academic year, this problem will not go away soon. The abrupt onset of the COVID-19 pandemic left educational institutions scrambling to adapt curricula to distance modalities. Distance education has expanded significantly over the last decade, but the natural sciences have lagged in the implementation of this instructional mode.