Distance education has expanded significantly over the last decade, but the natural sciences have lagged in the implementation of this instructional mode. Recently, the abrupt onset of the COVID-19 pandemic left educational institutions fumbling with adapting curricula to distance modalities. With projected effects lasting into the coming academic year, this problem will not go away soon. 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. Physics faculty report that a lack of time for learning about research-driven innovation is their primary restriction to implementing it. In response, this paper is intended as an all-in-one guide of recommendations for physics lecturers and lab instructors to re-think their curricula to incorporate successful distanced educational practices moving forward, especially through the use of smartphones and social media. These technologies were chosen for their utility in supporting an effective transition to a virtual environment. Additionally, this paper can act as a resource for university administrators for developing infrastructure to adapt to the changing needs associated with new teaching modalities. Lastly, this paper concludes that, under the proper conditions, e-teaching is compatible with effective teaching of physics at higher levels.
Feynman, Lewin, and Einstein Download Zoom: A Guide for Incorporating E-Teaching of Physics in a Post-COVID World