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

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Conference

2022 ASEE Annual Conference & Exposition

Location

Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

CIT Division Technical Session #8

Page Count

10

DOI

10.18260/1-2--40438

Permanent URL

https://peer.asee.org/40438

Download Count

415

Paper Authors

biography

Juan Felipe Calderon Universidad Andres Bello, Chile

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Juan Felipe Calderón received the bachelor’s in computer science and MSc and PhD degrees in engineering sciences from the Pontificia Universidad Catolica de Chile.
He is an assistant professor in the Faculty of Engineering at the Universidad Andres Bello, Viña del Mar, Chile. His research and teaching is focused on software engineering, software design, distributed systems and computer-supported collaborative learning, and new strategies for computer science teaching.

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biography

Pablo Schwarzenberg Universidad Andres Bello

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Pablo Schwarzenberg, Ph.D in Computer Science from Pontificia Universidad Católica de Chile, is Director of the Computer Science Engineering Program at Universidad Andrés Bello in Santiago, Chile. His research is focused on the use of technology to create learning experiences adapted to individual differences using Learning Analytics and Artificial Intelligence.

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Abstract

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 applica-tion 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 teach-ing, 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 us-ing 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 deliv-ered using other modalities.

Calderon, J. F., & Schwarzenberg, P. (2022, August), A comparison between flipped classroom, traditional, online and emergency response teaching in SARS COV2 Pandemic Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40438

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