Remote Teaching of Building Information Modeling During the COVID-19 Pandemic: A Case Study

Boton, Conrad

doi:10.3390/su12208665

Cited by 11 publications

(7 citation statements)

References 28 publications

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“…The next class is the one lamenting less contact with their students, represented by the word Students. This result corresponds to the perception of the reduced level of interaction found in a previous study [26]. Finally, the third class refers to the changes observed in their teaching, where the word Useful has acquired greater meaning.…”

Section: Discussionsupporting

confidence: 80%

Challenges for Teachers’ and Students’ Digital Abilities: A Mixed Methods Design Study

et al. 2022

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Digital education is a recently highlighted challenge for educational innovation. This study aimed to discover the educational conditions in which teachers and students may be involved during the pandemic, and how these may affect teachers’ workload and educational quality. A Mixed Methods Design was used, where quantitative and qualitative data were obtained and analyzed. An ad hoc questionnaire was created and sent to teachers of different levels of education (pre-university) and types of school (public and private). Predictive variables of working hours were analyzed by carrying out a multiple regression. Moreover, changes experienced by teachers were studied by analyzing qualitative data. The variables type of teaching, students’ access to electronic resources, and instant training in online teaching predicted teachers’ working hours. Furthermore, participants cited having changes in workload and being overwhelmed during this period, having less contact with students, and experiencing changes in working environment as the most important variables affecting the new working conditions. In conclusion, teachers’ training in online education and the provision of electronic resources for students should be a priority to make online learning possible, to avoid the problem of teachers needing to perform extra work in similar future conditions, and to foster educational innovation.

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Section: Discussionsupporting

confidence: 80%

Challenges for Teachers’ and Students’ Digital Abilities: A Mixed Methods Design Study

et al. 2022

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“…Thus, it is very important that the experience gained from the forced transition to the online be used as a source of improvement of the educational process [40,41]. In this regard, it is necessary for models to be followed for the migration to online education and also for the continuous training of the teaching staff to be supported and developed for a better adjustment to any form of development of the educational process, for creation of educational content, and for the increase of digital skills of teachers [42][43][44][45][46][47].…”

mentioning

confidence: 99%

One Year of Online Education in COVID-19 Age, a Challenge for the Romanian Education System

Edelhauser

Lupu–Dima

2021

IJERPH

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The study tried to analyze the implication of one year of online education in the Romanian education system. To achieve this goal, the authors of this study analyzed all the levels of education, primary education, lower secondary education, upper secondary education, and even the early childhood system, but also one of the smallest Romanian universities, considered representative for grade 1 universities representing 60% of the Romanian universities. The study is based on four online questionnaires for investigation, first with more than 2500 respondents from the primary and secondary Romanian education system, and the other three applied to more than 800 students and professors from the University of Petroșani. The investigation took place during 29 January 2021 and 11 February 2021. The authors had investigated the main feature of a standard online or a classical e-learning solution, such as the meeting solution or the video conference software, the collaborative work, such as homework or projects, and the testing method or the quizzes from both perspectives of the students and of the professors. The study results could influence the expected future hybrid educational system because these results were not covered in the previous literature but proved to be necessary for relevant knowledge strategies to be implemented in the new pandemic and also in the future context.

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“…To get to this “new educational revolution”, schools first need to adopt a flexible teaching approach to better prepare for the changing dynamics of an unpredictable world (Johnson-Eilola and Selber, 2021). A recent study showed that during online sessions, students faced difficulty accessing school computer lab remotely to complete the assignments (Boton, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluation of a technical information systems module for distance learning during the COVID-19 pandemic

Aryal

Balan

2022

JRIT

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PurposeIn the wake of the pandemic (COVID-19) throughout the United States, many educators had to promptly switch to online modality to continue to provide education to students with safety through physical distancing requirements. This study mainly focuses on delivering an Information Systems module aligned with the information systems curriculum model during a pandemic.Design/methodology/approachThe authors used data collection techniques from student assignments and course tasks. These data are used for the purpose of academic assessment for the Information Systems program. The student performance is assessed on a 5-point scale (1 being low and 5 being high) for the synchronous and the asynchronous tasks related to the course. The authors compared the student performance during the pandemic to the pre-pandemic semester.FindingsThis study revealed that the technical module of an information systems course can be successfully delivered during a pandemic in a remote session. However, the authors found that there is a decline in the student performance in synchronous tasks and asynchronous tasks. But the decline of the student performance in the synchronous tasks is greater than that of the asynchronous tasks. The result of this study helps the Information Systems program with their assessment and to improve their course delivery during a pandemic.Originality/valueIn this paper, the authors examine the delivery of a technical module in the field of information systems via online learning models. The authors particularly examine the synchronous and asynchronous online learning models in the delivery of the technical module. The lessons learned from transitioning to the online modality can help universities better prepare for the future during unprecedented times.

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Remote Teaching of Building Information Modeling During the COVID-19 Pandemic: A Case Study

Cited by 11 publications

References 28 publications

Challenges for Teachers’ and Students’ Digital Abilities: A Mixed Methods Design Study

Challenges for Teachers’ and Students’ Digital Abilities: A Mixed Methods Design Study

One Year of Online Education in COVID-19 Age, a Challenge for the Romanian Education System

Evaluation of a technical information systems module for distance learning during the COVID-19 pandemic

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