Switching Learning Methods during the Pandemic: A Quasi-Experimental Study on a Master Course

Abstract

The COVID-19 pandemic marked an important breakthrough in human progress: from working habits to social life, the world population’s behaviours changed according to the new lifestyle requirements. In this changing environment, university courses and learning methods evolved along with other “remote” working activities. For this quasi-experimental study, we discuss the effectiveness of the changes made by the LUMSA University in Rome, comparing two different groups of students who attended a master’s course with blended and fully remote methodologies. Here, we focused our attention on the paradigm shift, comparing the data gathered during the blended course in the 2019/2020 academic year with data gathered during the same course, but conducted fully online, in the academic year 2020/2021. Considering the sample size and type, the group comparison was made using a non-parametric test (U-test). The statistical analysis results suggest that there was no substantial difference between the students’ performance, confirming that the course changes made to adapt to the pandemic situation were successful and that learning effectiveness was preserved.

Students’ Performance in Face-to-Face, Online, and Hybrid Methods of Teaching and Assessment in Anatomy

“…The results of the present study are further strengthened with findings from an earlier study, which showed that all the changes made during the COVID-19 pandemic showed learning effectiveness [ 3 ]. Another study showed that the network scale of most courses did not change significantly, giving evidence that the COVID-19 pandemic did not notably change the scale of course interaction [ 45 ].…”

“…Under such conditions, universities across the globe were affected by the pandemic and the sudden transition from face-to-face to online teaching. University curricula and teaching techniques changed along with other “remote” professional activities in this shifting environment [ 3 ]. Research studies have highlighted several opportunities for the development of distance education and the technical readiness for such during the COVID-19 pandemic [ 4 ].…”

“…Interestingly, there are a few research studies which did not find any significant differences between online and face-to-face learning [ 33 , 34 ]. A quasi-experimental study conducted on a master’s course showed that despite the sudden urgent change in the methodologies in teaching, students’ time performance did not decrease [ 3 ].…”

Integrating Chatbots In Educational Administration For Improved Language Learning Outcomes

“…AI-powered solutions that provide teachers with insights into how students respond to learning content and style can assist create a more dedicated learning environment for students from different backgrounds [24]. Additionally, AI-based learning can be modified to develop the skills that companies need in students, including those from different countries [25]. Chatbots for learning and research, adaptive assessment, predictive analytics, and customized learning experiences are a few examples of specialized AI applications in education.…”

Exploring the Potential Impact of Artificial Intelligence (AI) on International Students in Higher Education: Generative AI, Chatbots, Analytics, and International Student Success

“…AI-powered tools can provide instructors with insights into how students respond to learning content and style, creating a more dedicated learning atmosphere for international students from diverse backgrounds. Additionally, AI-based learning can be tailored to develop the skills and abilities employers seek in learners, including those from different countries [20]. Specific examples of AI applications in education, such as personalized learning experiences, adaptive testing, predictive analytics, and chatbots for learning and research, will be examined in this section for their potential impact on international students.…”