论文标题
将物理物理教室在线上 - 在新常态下在线教学的挑战
Bringing Physical Physics Classroom Online -- Challenges of Online Teaching in the New Normal
论文作者
论文摘要
2020年Covid-19的大流行病的开始极大地影响了全球的所有形式的社交活动，包括各个级别的教学（大学幼儿园）的传统课堂活动。尽管许多国家选择上课，但不能无限期地继续进行课程，必须开发继续课程的替代方法。尽管在在线学习和混合学习（包括MOOC）一直是大流行前的研究和话语的积极主题，但大流行的发作突然创造了这种当然交付方式的即时性，比任何管理员或教学委员会都可以做的更好。这在成功和引人入胜的内容交付方面既有差距和紧张，在这种情况下，传统的同步内容交付方式现在被迫在线上。然而，这种情况为教育者提供了探索在线学习的优点和弱点的机会。因此，本文旨在概述这种同步在线学习所涉及的挑战和范式转变，以替代传统的课堂学习，此前我们在SUTD经验进行了整整13周的在线物理课程。在同一时间之间，我们反思了这些技术可以通过物理学翻译为物理学的技术所带来的功能，我们反思了功能。
The onset of the COVID-19 pandemic in 2020 has greatly impacted all forms of social activities globally, including traditional classroom activities across all levels of instruction (kindergarten to universities). While many countries have opted for suspension of lessons, this cannot continue indefinitely and alternative means to continue lessons must be developed. While online and blended learning (including MOOCs) have been an active subject of research and discourse during the pre-pandemic days, onset of the pandemic has suddenly created an immediacy to such means of course delivery, better than any administrator or teaching committee could have done. This creates both a gap and tension in terms of successful and engaging content delivery, where traditional modes of synchronous content delivery is now forced to be brought online. Yet, the situation provides educators with an opportunity to explore the merits and weaknesses of online learning. Thus, this article seeks to outline the challenges and paradigm shifts involved in such synchronous online learning as a replacement for traditional classroom learning, following our experience at SUTD of conducting a full 13-week online physics course between May to August 2020. At the same time, we reflect on the merits brought about by the availability of such technologies that can potentially be translated to the physical physics classrooms.
