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

\bibitem{asee_peer_40438}
  Calderon, J. F., \& Schwarzenberg, P. (2022, August), \emph{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

Juan Felipe Calderon and Pablo Schwarzenberg.  "A comparison between flipped classroom, traditional, online and emergency response teaching in SARS COV2 Pandemic".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40438 Internet.  26 Apr, 2024

\bibitem{asee_peer_40438}
  Juan Felipe Calderon and Pablo Schwarzenberg.
  "A comparison between flipped classroom, traditional, online and emergency response teaching in SARS COV2 Pandemic".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40438 Internet.  26 Apr, 2024

@INPROCEEDINGS{asee_peer_40438
author = "Juan Felipe Calderon and Pablo Schwarzenberg"
title = "A comparison between flipped classroom, traditional, online and emergency response teaching in SARS COV2 Pandemic"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40438}
number = {10.18260/1-2--40438}
}

TY  - CPAPER
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 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. 

AU  - Juan Felipe Calderon
AU  - Pablo Schwarzenberg
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - A comparison between flipped classroom, traditional, online and emergency response teaching in SARS COV2 Pandemic
UR  - https://peer.asee.org/40438
DO  - 10.18260/1-2--40438
ER  -