Distance education has expanded significantly over the last decade, but the natural sciences have lagged in the implementation of this instructional mode. The abrupt onset of the COVID-19 pandemic left educational institutions scrambling to adapt curricula to distance modalities. With projected effects lasting through the 2020–2021 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 on undergraduate physics education. Physics faculty report that a lack of time to learn about research-driven innovation is their primary barrier to implementing it. In response, this paper is intended to help physics lecturers and lab instructors re-think their courses now that distance learning is far more prevalent due to the pandemic. This paper serves as an all-in-one guide of recommendations for successful distanced educational practices, with an emphasis on smartphones and social media. These technologies were chosen for their utility in a virtual environment. Additionally, this paper can be used as a resource for university administrators to adapt to the changing needs associated with new teaching modalities.

中文翻译：

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Feynman，Lewin和Einstein下载Zoom：在后COVID世界中结合物理电子教学的指南

在过去的十年中，远程教育取得了显着的发展，但是自然科学在这种教学模式的实施方面滞后了。COVID-19大流行的突然发作使教育机构争先恐后地调整课程以适应距离模式。预计效果将持续到2020-2021学年，这个问题不会很快消失。对文献的分析已经阐明了实施电子学习的成本和收益以及障碍，重点是本科物理教育。物理系教授报告说，缺乏时间去研究研究驱动型创新是他们实施创新的主要障碍。作为回应，本文旨在帮助物理学家和实验室讲师重新思考他们的课程，因为大流行使远程学习变得更加普遍。本文是成功远程教育实践建议的综合指南，重点是智能手机和社交媒体。选择这些技术是因为它们在虚拟环境中的实用性。此外，本文可以用作大学管理者的资源，以适应与新的教学模式相关的不断变化的需求。