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, = 23), whereas the other group was practicing traditional teaching (TTEs, = 18). There were two cohorts of FTEs: were implementing FT for the third time in their classrooms, and had started for the first time. The survey results suggested that FTEs were more confident with OT than TTEs ( < 0.05). It was interesting to note that 62.5% of the FTEs, whether they were from or , chose an asynchronous approach, whereas 37.5% delivered synchronous OT during the sudden transition. It was found that FT experience helped adjust to OT compared with . Overall, these results suggest that FTEs were confident and their resources for FT eased the transition to OT. 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, had been practicing FT but not . FTEs were more confident with OT than TTEs. FT experience helped adjust to OT more than . Overall, FT eased the transition to OT.