Another Victim of COVID-19

YeckehZaare, Iman; Grot, Gail; Dimovski, Isadora; Pollock, Karlie B.; Fox, Elijah

doi:10.1145/3478431.3499313

Cited by 10 publications

(1 citation statement)

References 21 publications

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“…Particularly, the authors in [32] found that the performance of students in computer science education decreased during online lessons. Furthermore, the results of the study in [33] indicate that the pandemic negatively affected the students' interactions with eBooks and the amount of studying in an introductory computer science course. In addition, the certification rate of students of online courses on Python fell short during the pandemic [34].…”

Section: Related Workmentioning

confidence: 99%

A Fuzzy-Based Evaluation of E-Learning Acceptance and Effectiveness by Computer Science Students in Greece in the Period of COVID-19

2023

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In this paper, a fuzzy-based evaluation method is presented for the impact of e-learning on several aspects of the learning lives of academic students of Information and Communication Technologies (ICT) during the COVID-19 pandemic. Specifically, the academic year 2020–2021 was considered when a general lockdown was imposed in Greece and all courses were delivered exclusively through the web. The evaluation criteria are (i) e-learning acceptance, (ii) learning effectiveness, (iii) students’ engagement and (iv) socializing and interpersonal relationships in the educational community. The evaluation was conducted through questionnaires. Ninety two (92) undergraduate and postgraduate students and Ten (10) computer science in-structors of the department of Informatics of the University of Piraeus, Greece, participated in this survey. The questionnaire answers were analyzed using a fuzzy-based mechanism. Particularly, five fuzzy sets were used to describe the 5-point Likert scale answers to the questionnaires with linguistic values, and four other fuzzy sets were used for the description of the evaluation results concerning the four defined evaluation criteria. Moreover, 209 fuzzy rules were created to analyze and calculate the evaluation results per criterion, considering both the students’ answers (119 fuzzy rules) and the instructors’ answers (90 fuzzy rules) to the questionnaires. The gain of this approach is that the analysis of evaluation data with fuzzy rules imitates the human way of thinking and, thus, makes the process more explainable. The evaluation results showed a positive impact of e-learning on student confidence, self-discipline and active participation and a negative impact on student interpersonal relationships. The impact of e-learning on other learning issues was neutral.

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Section: Related Workmentioning

confidence: 99%

A Fuzzy-Based Evaluation of E-Learning Acceptance and Effectiveness by Computer Science Students in Greece in the Period of COVID-19

2023

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Emerging from the pandemic: instructor reflections and students’ perceptions on an introductory programming course in blended learning

Srivatanakul

2022

Educ Inf Technol

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Teaching an introductory programming course to first-year students has long been a challenge for many college instructors. The COVID-19 pandemic, which caused unprecedented shifts in learning modality across the globe, has worsened the learning experience of novice programmers. Instructors have to find innovative ways to keep students engaged and learning. Blended or hybrid learning has become a new preferred way of learning during the COVID-19 pandemic. Blended learning is viewed as a combination of both in-person and online instructions. Such a learning environment offers instructors the flexibility to provide learners with an engaging face-to-face learning experience while promoting the well-being and safety of students. Starting Fall 2020, York College (and other CUNY colleges) has since offered several courses in hybrid mode. Two years have passed since the abrupt transition. There were several lessons learned from the experiences. In this paper, I discussed evidence-based pedagogical approaches that were used to teach students in an introductory computer programming class at York College, CUNY, where blended learning was used. Student perceptions of learning experience and obtaining coding skills in both online and in-person environments are also presented. The findings from the survey suggested that students benefited from face-to-face interactions and feedback, while those who preferred an online environment liked the flexibility that online components offer. Through careful design and implementation of pedagogical approaches used in the class, novice programmers could potentially benefit from both face-to-face and online components of blended learning.

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Comparison of CS Middle-School Instruction during Pre-Pandemic, Early-Pandemic and Mid-Pandemic School Years

Gonzalez-Maldonado

Tsan

Eatinger

et al. 2022

Proceedings of the 2022 ACM Conference on International Computing Education Research - Volume 1

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Another Victim of COVID-19

Cited by 10 publications

References 21 publications

A Fuzzy-Based Evaluation of E-Learning Acceptance and Effectiveness by Computer Science Students in Greece in the Period of COVID-19

A Fuzzy-Based Evaluation of E-Learning Acceptance and Effectiveness by Computer Science Students in Greece in the Period of COVID-19

Emerging from the pandemic: instructor reflections and students’ perceptions on an introductory programming course in blended learning

Comparison of CS Middle-School Instruction during Pre-Pandemic, Early-Pandemic and Mid-Pandemic School Years

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