Cargando…
Finnish university physics teachers’ experiences of transferring to online teaching due to COVID-19 pandemic
The COVID-19 pandemic arguably caused the most rapid and extensive educational reform ever witnessed. This article addresses the challenges, possibilities, and consequences that the pandemic has set for Finnish physics university teachers. The data were gathered with a literature-based online survey...
Autores principales: | , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer International Publishing
2023
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10034880/ https://www.ncbi.nlm.nih.gov/pubmed/36974125 http://dx.doi.org/10.1007/s43545-023-00647-1 |
_version_ | 1784911302417711104 |
---|---|
author | Leinonen, Risto Kesonen, Mikko H. P. Asikainen, Mervi A. |
author_facet | Leinonen, Risto Kesonen, Mikko H. P. Asikainen, Mervi A. |
author_sort | Leinonen, Risto |
collection | PubMed |
description | The COVID-19 pandemic arguably caused the most rapid and extensive educational reform ever witnessed. This article addresses the challenges, possibilities, and consequences that the pandemic has set for Finnish physics university teachers. The data were gathered with a literature-based online survey consisting of Likert scale claims and open-ended questions related to the following themes: the use of technology, interaction, learning and evaluation, experimental working, and the future. In 2021, the survey was distributed to all Finnish universities where physics is taught, and 52 responses were received. The results show the biggest challenges were related to the different aspects of interaction, experimental working, and adjusting evaluation. The opportunities were less recognized but the versatility and flexibility of instruction and the use of technology in the evaluation became apparent in the teachers’ responses. The consequences of pandemic time for physics teaching and learning were seen rather negatively, even if a majority of teachers intended to change their old teaching practices in the future. The results indicate that university teachers need more discipline-based pedagogical support for enhancing learning, interaction, and well-being as the physics instruction likely gets more versatile after the pandemic. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s43545-023-00647-1. |
format | Online Article Text |
id | pubmed-10034880 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Springer International Publishing |
record_format | MEDLINE/PubMed |
spelling | pubmed-100348802023-03-23 Finnish university physics teachers’ experiences of transferring to online teaching due to COVID-19 pandemic Leinonen, Risto Kesonen, Mikko H. P. Asikainen, Mervi A. SN Soc Sci Original Paper The COVID-19 pandemic arguably caused the most rapid and extensive educational reform ever witnessed. This article addresses the challenges, possibilities, and consequences that the pandemic has set for Finnish physics university teachers. The data were gathered with a literature-based online survey consisting of Likert scale claims and open-ended questions related to the following themes: the use of technology, interaction, learning and evaluation, experimental working, and the future. In 2021, the survey was distributed to all Finnish universities where physics is taught, and 52 responses were received. The results show the biggest challenges were related to the different aspects of interaction, experimental working, and adjusting evaluation. The opportunities were less recognized but the versatility and flexibility of instruction and the use of technology in the evaluation became apparent in the teachers’ responses. The consequences of pandemic time for physics teaching and learning were seen rather negatively, even if a majority of teachers intended to change their old teaching practices in the future. The results indicate that university teachers need more discipline-based pedagogical support for enhancing learning, interaction, and well-being as the physics instruction likely gets more versatile after the pandemic. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s43545-023-00647-1. Springer International Publishing 2023-03-23 2023 /pmc/articles/PMC10034880/ /pubmed/36974125 http://dx.doi.org/10.1007/s43545-023-00647-1 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Original Paper Leinonen, Risto Kesonen, Mikko H. P. Asikainen, Mervi A. Finnish university physics teachers’ experiences of transferring to online teaching due to COVID-19 pandemic |
title | Finnish university physics teachers’ experiences of transferring to online teaching due to COVID-19 pandemic |
title_full | Finnish university physics teachers’ experiences of transferring to online teaching due to COVID-19 pandemic |
title_fullStr | Finnish university physics teachers’ experiences of transferring to online teaching due to COVID-19 pandemic |
title_full_unstemmed | Finnish university physics teachers’ experiences of transferring to online teaching due to COVID-19 pandemic |
title_short | Finnish university physics teachers’ experiences of transferring to online teaching due to COVID-19 pandemic |
title_sort | finnish university physics teachers’ experiences of transferring to online teaching due to covid-19 pandemic |
topic | Original Paper |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10034880/ https://www.ncbi.nlm.nih.gov/pubmed/36974125 http://dx.doi.org/10.1007/s43545-023-00647-1 |
work_keys_str_mv | AT leinonenristo finnishuniversityphysicsteachersexperiencesoftransferringtoonlineteachingduetocovid19pandemic AT kesonenmikkohp finnishuniversityphysicsteachersexperiencesoftransferringtoonlineteachingduetocovid19pandemic AT asikainenmervia finnishuniversityphysicsteachersexperiencesoftransferringtoonlineteachingduetocovid19pandemic |