A Survey-Based Study of Students’ Perspective on Different Remote Teaching Styles During COVID-19

Hassan, Ali H.; Dallal, Ahmed; Zaghloul, Mohamed A. S.

doi:10.18260/1-2--36619

Cited by 5 publications

(12 citation statements)

References 7 publications

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“…Only 7.5% had a really bad experience, that they would have preferred to defer their enrollment until in-person classrooms are back. While these results coincides with previously published results for regular-book courses [4,19], it is a huge improvement, in terms of students favoring remote classes, from previously published results for lab-based courses [20,21].…”

Section: Remote Versus Traditional In-person Classroomssupporting

confidence: 91%

“…During the 2020/2021 academic year, most of the U.S. universities switched fully to remote learning, because of the world's battle against COVID-19 [1]. The sudden switch in the remote classrooms has left both the instructors [2] and the students [3,4] with a lot of challenges to face. It was not until Fall 2021, and with most of the faculty and student body being vaccinated, when life started to get back to normal and most universities opened their doors back to in-person classrooms.…”

Section: Introductionmentioning

confidence: 99%

“…Previous research, that was conducted during the first year of the pandemic, showed that one of the main points that students suffer from in an online environment is maintaining their engagement levels [3,4]. It's hard for them to keep high levels of focus and engagement when they are just behind a computer screen and not physically present with their professor and classmates.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A Comprehensive Study on The Effectiveness of Active Learning Techniques in Remote Learning Classes

Hassan,

Dallal,

Zaghloul

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Dr. Dallal's primary focus is on education development and innovation. His research interests include biomedical signal processing, biomedical image analysis, computer vision, machine learning, networked control systems, and human-machine learning. Dr. Dallal's pedagogy and engineering research interests are on active learning, flipped classroom, problem-based learning, and collaborative learning. Mohamed ZaghloulMohamed A. S. Zaghloul was born in Cairo, Egypt, in 1987. He received his B.E. degree in Electronics and Electrical Communications Engineering in 2009, and his M.Sc. degree in Engineering Physics in 2012, both from the Faculty of Engineering at Cairo University. In 2019, he received a Ph.D. from the Electrical and Computer Engineering department of the University of Pittsburgh, in developing optical fiber sensors for monitoring harsh environments. Since 2019, he has been appointed as an Assistant Professor in the same department of the same school. Zaghloul is a recipient of multiple research and teaching awards; he currently holds the John C. Mascaro Faculty Scholarship in Sustainability.

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Section: Remote Versus Traditional In-person Classroomssupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Comprehensive Study on The Effectiveness of Active Learning Techniques in Remote Learning Classes

Hassan,

Dallal,

Zaghloul

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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“…For example, our student cohort is mostly made up of students from Europe (principally Great Britain) and students from East Asia (principally China), and students' comments imply that those taught the design project remotely experienced inequality. Students either had to stay up late to access lectures or watch the pre-recorded version, so did not directly communicate with staffwith the lack of engagement being unhelpful for learning [17]. An effective hybrid model would mean that levels of engagement between staff and student ought to be equal for all students.…”

Section: Discussion and Concluding Remarkmentioning

confidence: 99%

Doing Design Differently: Hybrid Teaching in the age of Covid-19

Chadha,

Williams,

Hale

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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“…During remote classes, students' attention spans were observed to be lower than ever before. Additionally, many students expressed that they are struggling with their learning and feel disconnected from the class and their classmates [1]. As a result, class attendance also dropped to unpreceded levels.…”

mentioning

confidence: 99%

Does student performance decline in online classroom setup? A study of students’ performance in ECE controls class

Dallal

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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With the strike of COVID-19, all schools transitioned to online learning. Studies conducted during the pandemic indicated that many instructors and students expressed that their experience has degraded compared to the regular face-to-face class meetings. During remote classes, students' attention spans were observed to be lower than ever before. Additionally, many students expressed that they are struggling with their learning and feel disconnected from the class and their classmates [1]. As a result, class attendance also dropped to unpreceded levels. Currently, although most of the schools returned to in-person instructions, thanks to the declined infection rate after the development of different vaccines, online and hybrid class meetings are still an option for conducting a class, especially for those students who might contract COVID during the semester. In this work, we study the students' performance in a linear control course across three different cohorts: pre, during, and after the pandemic. Statistical analysis of students' exam scores is used to infer whether the online experience significantly affected the students learning or not. We use data from the course offering in fall 2019, fall 2020, and fall 2021, where the taught modules and final exams were kept the same. In addition, while the homework assignments were not identical, they were of the same level of difficulty and coverage, so we extend the study to include the students' performance using the homework assignments too. To study how the same student cohort reacts to different class meeting modes of the same subject, we study the students' perception of the change in teaching mode, from in-person to online, during the offering of a feedback control course in the summer of 2022. In that semester, with the same body of enrolled students, we taught the first half of the semester in-person and the second half online. We fixed the class activities and teaching pedagogy throughout the semester. We compared students' scores, participation rate, and attendance rate in the in-person modules vs their scores in the online modules. The statistical analysis of student scores in the two courses showed that students' performance in remote setup is significantly higher than, or at least the same as, student performance in in-person offerings of these two courses. Finally, we used an anonymous student survey to capture students' perceptions of the change in the teaching mode during the semester. Students indicated that the transition to remote learning made it hard to stay engaged in class. However, class activities and class recordings helped to mitigate these shortfalls.

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A Survey-Based Study of Students’ Perspective on Different Remote Teaching Styles During COVID-19

Cited by 5 publications

References 7 publications

A Comprehensive Study on The Effectiveness of Active Learning Techniques in Remote Learning Classes

A Comprehensive Study on The Effectiveness of Active Learning Techniques in Remote Learning Classes

Doing Design Differently: Hybrid Teaching in the age of Covid-19

Does student performance decline in online classroom setup? A study of students’ performance in ECE controls class

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