A comparison between flipped classroom, traditional, online and emergency response teaching in SARS COV2 Pandemic

In the last years, educational institutions all over the world has faced the need to give continuity to their academic activities while guaranteeing the compliance with health protocols required to control the SARS-COV-2 pandemic. Emergency Remote Teaching (ERT), has been the solution adopted by many institutions, changing the traditional classes to a synchronous videoconference scheme with the support of online learning platforms. While ERT has been implemented as a temporary solution, from their application institutions can obtain valuable information about how to advance the digital transformation of the teaching and learning process after the pandemic ends. Some studies have found an increase in academic achievement in emergency remote teaching, partly explained by the combination of synchronous interaction with teachers and peers on videoconferences and chat rooms, and the benefits of asynchronous access to course materials that give the students the freedom to choose when to interact with the course material. Those findings suggests that further exploration of the benefits of this modality is needed. The evaluation of ERT characteristics and their comparison with traditional and blended models, may reveal insights about successful practices that can contribute to improve the learning experience and academic achievement of the students. In this study, we assess the learning experience of a sample of students from a first-year introductory programming course delivered using ERT modality using a validated learning experience instrument and analyze the data using factorial analysis to evaluate differences and similitudes on learning experience, academic achievement, and influence on first year student retention with similar courses delivered using other modalities.