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

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.NEW & NOTEWORTHY 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.

Flipped Teaching Eased the Transition of Students to Online Learning During the COVID-19 Pandemic

Flipped teaching (FT) has gained attention due to its method of teaching that allows students to learn basic concepts on their own using instructor-provided resources before their scheduled class time. The class time is used in rehearsing and applying the knowledge using active learning approaches. The COVID-19 pandemic caused an unexpected shift from face-to-face to remote learning during the middle of the spring 2020 semester challenging both students and faculty. This study examined the transition of students from the flipped classroom method to rapid online learning and whether the transition was dependent on the faculty experience with FT. The perception of the transition of students in the classrooms of faculty (n=12) with extensive experience in FT (cohort 1) was compared with that of a second cohort (n=11) who were in their first semester of FT implementation. Both qualitative and quantitative survey data were collected from 23 classrooms (n=256 students). It was found that the students in the courses taught by cohort 1 who had received intensive FT training and implemented FT in semesters prior to the COVID-19 pandemic were able to facilitate a smoother transition and adjustment to fully online learning for their students compared to the students in the courses taught by cohort 2 (p< 0.01). The qualitative data analysis suggested that the students participating in the FT courses in the first half of the semester, before the pandemic, had an easier transition to fully online learning. Students also expressed concerns that online learning was affected by the lack of interaction with faculty and peers, lack of motivation, issues with time management, and personal and technological demands. In conclusion, this study found that faculty experience with FT helped ease the transition of students from the face-to-face FT to the online format during the COVID-19 pandemic.

Flipped Teaching Eased the Transition of Faculty to Remote Teaching During the COVID-19 Pandemic

Compared to the traditional teaching (TT) method where students are lectured during class time, the flipped teaching (FT) design shifts lecture out of the classroom, as homework, and uses the class time to engage students in discussion, peer collaboration, and knowledge application. The COVID-19 pandemic displaced students and teachers from classrooms around the world. In response to these alterations, universities emergently transitioned to online course offerings. In this study, the perceptions and attitudes towards emergency remote teaching for faculty using the FT method were compared to those practicing the TT method, A survey instrument was used to collect the experiences of both FT educators (FTEs;n=23) and TT educators (TTEs;n=18) during their transition to mandatory online teaching. It was hypothesized that the FTEs would experience a smoother transition to online teaching compared to TTEs because FTEs had access to previously developed resources such as lecture videos and engaging resources for students to utilize outside the classroom. Three researchers coded the participants? responses to the survey questions and extracted common and recurring themes. It was found that 47% of FTEs reported a smooth transition to online teaching whereas only 17% of TTEs made a similar claim. Conversely, only 4% of FTEs reported having a difficult transition to online teaching compared to 33% of TTEs. Moreover, 100% of FTEs felt that at least one aspect of their flipped classroom helped them transition their course to the online platform. FTEs generally reported higher levels of confidence and experience with online teaching. These findings suggest that FTEs were more experienced with online teaching, had greater confidence in their skillset, and FT strategies supported their transition to emergency remote learning. Thus, the FT model could be one of the remote teaching methods to be used.

Life in 90 words: opportunities for person-centred care amidst COVID-19.

OBJECTIVE: Coronavirus disease 2019 and the consequent public health and social distancing measures significantly impacted on service continuity for mental health patients. This article reports on contingency planning initiative in the Australian public sector. METHODS: Ninety-word care synopses were developed for each patient. These formed the basis for guided conversations between case managers and consultant psychiatrists to ensure safe service provision and retain a person-centred focus amidst the threat of major staffing shortfalls. RESULTS: This process identified vulnerable patient groups with specific communication needs and those most at risk through service contraction. The challenges and opportunities for promoting safety and self-management through proactive telehealth came up repeatedly. The guided conversations also raised awareness of the shared experience between patients and professionals of coronavirus disease 2019. CONCLUSION: There is a parallel pandemic of anxiety which creates a unique opportunity to connect at a human level.