TY - JOUR
T1 - A comparison between flipped classroom, traditional, online and emergency response teaching in SARS COV2 Pandemic
AU - Schwarzenberg, Pablo Hernán
AU - Calderon, Juan Felipe
N1 - Publisher Copyright:
© American Society for Engineering Education, 2022.
PY - 2022/8/23
Y1 - 2022/8/23
N2 - 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.
AB - 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.
KW - Emergency Response Teaching
KW - Flipped Classroom
KW - Learning Experience Assessment
KW - Programming
UR - http://www.scopus.com/inward/record.url?scp=85138284072&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85138284072
SN - 2153-5965
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
T2 - 129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022
Y2 - 26 June 2022 through 29 June 2022
ER -