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Rapid development of online course content during the COVID-19 pandemic: Identifying positive pedagogy
PROCEEDING

, Cleveland State University, United States

EdMedia + Innovate Learning, in Online, The Netherlands ISBN 978-1-939797-50-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The purpose of this development piece is to report a work in progress exploring the move from face-to-face to remote (online) learning in higher education during the 2020 COVID-19 Pandemic. The aims were to explore positive pedagogical practices and negative consequences based on a comparison between the 2020 and 2019 cohorts in the same course. Data used are a course engagement survey, exam scores, course grades, instructor experiences, and student feedback. These are then placed in context of previous literature about online learning and crisis coping. The described case is one doctoral-level statistics class. Preliminary results show no significant difference in student engagement scores between students who took the course in 2019 and those who took it in 2020, suggesting the practices utilized in the move to remote learning may have been effective.

Citation

Hamlen, K. (2020). Rapid development of online course content during the COVID-19 pandemic: Identifying positive pedagogy. In Proceedings of EdMedia + Innovate Learning (pp. 42-48). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved April 22, 2021 from .

Slides