Gamvrelis, T., & Timorabadi, H. (2022, August), Challenges with Online Teaching and Learnings for the Post-Pandemic Classroom  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40539

\bibitem{asee_peer_40539}
  Gamvrelis, T., \& Timorabadi, H. (2022, August), \emph{Challenges with Online Teaching and Learnings for the Post-Pandemic Classroom}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40539

Tyler Gamvrelis and Hamid Timorabadi.  "Challenges with Online Teaching and Learnings for the Post-Pandemic Classroom".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40539 Internet.  23 Apr, 2024

\bibitem{asee_peer_40539}
  Tyler Gamvrelis and Hamid Timorabadi.
  "Challenges with Online Teaching and Learnings for the Post-Pandemic Classroom".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40539 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_40539
author = "Tyler Gamvrelis and Hamid Timorabadi"
title = "Challenges with Online Teaching and Learnings for the Post-Pandemic Classroom"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40539}
number = {10.18260/1-2--40539}
}

TY  - CPAPER
AB  - At the start of 2020, safety concerns stemming from the COVID-19 pandemic caused educational institutions around the world to rapidly transition to emergency remote learning (ERL). This has caused educators to rethink their course delivery strategies and re-examine their assumptions about what constitutes a good education. Although the research community has widely reported on remote learning—including its benefits, its challenges, and suggestions for the future—institutions have recently begun resuming in-person activities, which begs the question, what has changed? While previous work has compared remote learning during the pandemic to pre-ERL in-person learning, we expand on the findings of the community by examining student feedback obtained during post-ERL in-person learning. We begin by discussing the main challenges we faced during the year of online teaching, then present an analysis of survey data gathered for both remote and (post-ERL) in-person learning during the pandemic. Insights on synchronous and asynchronous learning are presented, including the benefits and drawbacks that are unique to each. We show that while students generally preferred synchronous learning over asynchronous, many of the key benefits of synchronous learning are only attainable in a physical setting. We discuss the reasons for this, as well as the reasons why students overwhelmingly desired an asynchronous learning option to augment their synchronous learning activities. Unlike many previous studies which solely rely on quantitative survey data, we draw our conclusions using a combination of quantitative data and written feedback from students, the latter of which allows us to better understand students' reasons for adopting certain learning strategies and preferences. Alongside these insights, we identify opportunities for improving student satisfaction and share actions we took to better support our students..
AU  - Tyler Gamvrelis
AU  - Hamid Timorabadi
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Challenges with Online Teaching and Learnings for the Post-Pandemic Classroom
UR  - https://peer.asee.org/40539
DO  - 10.18260/1-2--40539
ER  -