Considerations during a rapid move to remote learning in higher education amidst a crisis: A case study
The purpose of this presentation is to report preliminary results of a work in progress exploring the move from face-to-face to remote (online) learning in higher education during the 2020 COVID-19 Pandemic in one doctoral statistics class. 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 aims of this study are:
1) To explore practical and positive pedagogical practices during a rapid move to remote (online) learning
2) To place these practices in the context of the broader literature on online learning and learning during a crisis situation
3) To compare the performance of the 2020 and 2019 cohorts to determine if the move to remote learning negatively impacted the 2020 cohort.
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.