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The COVID-19 pandemic took the world by surprise, and everything came to a halt. The education sector had to adjust accordingly by shifting to online learning. If the online delivery experience was overall successful, assessment integrity becomes questionable as examinees still manage to circumvent the anti-plagiarism mechanism put in place. In this paper, we propose an artificial intelligence solution using face and head pose detection to estimate the neutral position of the examinee which will form the basis to detect any suspicious behavior. The resulting implementation achieved a 97% accuracy when detecting the examinee in the frame and a 98% accuracy when there are multiple faces detected. © 2023 IEEE.
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PURPOSE: The primary objective was to investigate the feasibility of a synchronous, online-delivered, group-based, supervised, exercise oncology maintenance program supported with health coaching. METHODS: Participants had previously completed a 12-week group-based exercise program. All participants received synchronous online delivered exercise maintenance classes, and half were block randomized to receive additional weekly health coaching calls. A class attendance rate of ≥ 70%, a health coaching completion rate of ≥ 80%, and an assessment completion rate of ≥ 70% were set as markers of feasibility. Additionally, recruitment rate, safety, and fidelity of the classes and health coaching calls were reported. Post-intervention interviews were performed to further understand the quantitative feasibility data. Two waves were conducted - as a result of initial COVID-19 delays, the first wave was 8 weeks long, and the second wave was 12 weeks long, as intended. RESULTS: Forty participants (n8WK = 25; n12WK = 15) enrolled in the study with 19 randomized to the health coaching group and 21 to the exercise only group. The recruitment rate (42.6%), attrition (2.5%), safety (no adverse events), and feasibility were confirmed for health coaching attendance (97%), health coaching fidelity (96.7%), class attendance (91.2%), class fidelity (92.6%), and assessment completion (questionnaire = 98.8%; physical functioning = 97.5%; Garmin wear-time = 83.4%). Interviews highlighted that convenience contributed to participant attendance, while the diminished ability to connect with other participants was voiced as a drawback compared to in-person delivery. CONCLUSION: The synchronous online delivery and assessment of an exercise oncology maintenance class with health coaching support was feasible for individuals living with and beyond cancer. Providing feasible, safe, and effective exercise online to individuals living with cancer may support increased accessibility. For example, online may provide an accessible alternative for those living in rural/remote locations as well as for those who may be immunocompromised and cannot attend in-person classes. Health coaching may additionally support individuals' behavior change to a healthier lifestyle. TRIAL REGISTRATION: The trial was retrospectively registered (NCT04751305) due to the rapidly evolving COVID-19 situation that precipitated the rapid switch to online programming.
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Aim/Purpose This study examines the impact of transitioning from in-person classrooms to remote online business education and provides analysis of key factors impacting course and instructor ratings as well as strategies for higher education institutions to provide engaging instruction. Background "Zoom”ing into teaching and moving out of traditional classrooms during the COVID-19 pandemic has been a path full of twists and has impacted student perceptions of courses as well as instructors. One challenge has been to make the quality of synchronous online instruction perceived by students as positive as classroom-delivered ones. Methodology We analyze primary data collected in the course evaluation process from Business & Accounting students over six semesters between Fall 2019 to Spring 2022, covering pre-pandemic instruction in the classroom and the conversion to virtual instruction via Zoom. A total of 1782 observations for 38 courses were examined using mean comparison, regression and correlation analyses, and pairwise comparisons. Contribution We provide insights from the evaluation of those instructors who were able to make their Zoom-delivered courses perceived by students as equivalent or better than room-delivered ones. Specifically, clear presentation, stimulating delivery, providing feedback and encouraging discussion were positively correlated with successful online classes. Findings We find that there is a clear downward shift in course and instructor ratings as the change to synchronous online delivery was made. However, in the Spring of 2022, even though instructors and students were still not completely back in the classroom, both instructor and course ratings moved back closer to the pre-pandemic levels. The parameters associated with instructor ratings, such as providing feedback, clear presentations, stimulating sessions, and encouraging discussion, showed similar downward fluctuations. Also, aspects related to course content were affected by the transition to online modality, including training on critical thinking quantitative analysis, research and writing abilities, and overall usefulness of the content. Moore's model of Transactional Distance helps explain these changes. Recommendations We recommend that practitioners allow sufficient time for students and faculty for Practitioners to learn through online instruction delivery and supply training for both populations in adapting to learning in this delivery mode. Recommendations The disruption in higher education caused by COVID-19 has provided a wealth for Researchers of information on the pluses and minuses of online delivery. Careful inspection of trends can help provide guidance to higher education leaders. Impact on Society One of the many changes the COVID-19 pandemic brought was the opportunity to try alternate ways of connecting and learning. This study shows how this experience can be used to guide the future of higher education. Future Research Further research is needed to explore the in-depth reactions of students and faculty to the switch from classroom to online delivery, to explore whether these findings can be more broadly applied to other subjects and other types of universities. © 2022 Informing Science Institute. All rights reserved.
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The COVID-19 outbreak has caused a significant impact on the higher education system unprecedented in modern history. Learning institutions were closed, tight regulations enforced to encourage social and physical distancing and switched classes from face-to-face to online delivery (ODL). As a result, e-learning tools and platforms were explored to keep students engaged in learning during this pandemic. Although this virtual teaching–learning adaptation is not by choice and challenging for both educators and students, modern technology has encouraged us to explore a new interactive way of delivering knowledge and continue students' learning engagement. This paper focuses on the alternative teaching methods that have been conducted in Architecture Measured Drawing, which traditionally relies on physical interactions and interaction in the form of collaborative work in-studio learning and field trips. A case study of one (1) private university conducted the Architecture Measured course online in response to the pandemic has been investigated. This paper aims to identify the teaching and learning methods of this course during the pandemic and to analyze the level of students' engagement throughout the course. A survey was distributed to students enrolled in the module to gain feedback on their experience. Findings proved that the alternative method adopted has shown that students have experienced different types of engagement with each stage in the course. Students' engagement was maintained at a high level despite the shift and completed the course successfully. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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The Covid-19 pandemic has forced many educational institutions to transit from face-to-face to online delivery of lessons. Precluded from meeting face-to-face in a classroom due to pandemic curbs, a digital whiteboard affords both teacher and learners to be collaborating and completing a task from home instead. In this paper, we first used a survey to assess learner's acceptance and use of digital whiteboard. We next web-scraped and visualized historical action logs recorded by the digital whiteboarding tool to uncover the process of problem-solving between and within the teams. This is significant as social-loafing and free-riding are typically difficult to detect and prevent in collaborative learning. In addition, instructors traditionally evaluate only the product but not the process of collaborative learning as most collaborative work of learners occur outside scheduled teaching hours. From the results of the survey, we can conclude that the digital whiteboard is accepted by the learners. It also encourages collaboration and leads to higher learning motivation of learners. From the visualizations of the historical action logs, we were able to discover differing interaction and collaboration practices among the teams as well as the contributions of team members within each team (e.g. some teams exhibiting uneven effort distribution). We believe that our findings are significant as to the best of our knowledge, this is the first study that uses historical action logs from digital whiteboard to gain insights into the process and evidence of collaborative learning through visualization techniques. © 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings.
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COVID-19 has recently driven a shift in formal education environments through the transition from on-campus to online learning. The urgency of this transition has challenged the traditional perception of what a higher education experience should look like for educators and higher education institutions. However, flexibility in the delivery of formal education environments is not new. This paper explores the development of flexibility as a concept within higher education against an established flexibility framework. This paper adapts the ‘Roberts Model' to reflect contemporary definitions of flexibility and uses this adapted framework to evaluate 12 online courses to validate/moderate. It then considers the implications for institutions who are increasingly exploring online delivery models appropriate for the contemporary student.
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Inclusivity is an underlying principle of community arts, particularly for learning disabled and autistic people for whom the arts can create spaces of equity and inclusive participation. The Covid-19 pandemic required practitioners to find ways of replicating this sense of inclusivity through online delivery. This "digital turn" raised two recurring concerns. First, the accessibility and inclusivity of online activities;second, the quality of alternative digital provision. This paper examines these themes in the specific context of the Creative Doodle Book, which modelled inclusive online practice with learning disabled participants. Drawing on over 20 interviews with learning-disability focused community arts groups, the paper explores barriers to access, but also issues surrounding support and expectations. However, the focus is equally on the benefits once within an online "space", including new skills, widening networks, the development of inclusive capital and the opportunity to enable greater agency and self-advocacy both during Covid and beyond. [ABSTRACT FROM AUTHOR] Copyright of Cultural Trends is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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BACKGROUND: Postnatal depression (PND) affects 13% of new mothers, with numbers rising during the COVID-19 pandemic. Despite this prevalence, many women have difficulty with or hesitancy towards accessing pharmacological and/or psychological interventions. Group-based mother-baby activities, however, have a good uptake, with singing improving maternal mental health and the mother-infant relationship. The recent lockdowns highlight the importance of adapting activities to an online platform that is wide-reaching and accessible. AIMS: The SHAPER-PNDO study will primarily analyse the feasibility of a 6-week online singing intervention, Melodies for Mums (M4M), for mothers with PND who are experiencing barriers to treatment. The secondary aim of the SHAPER-PNDO study will be to analyse the clinical efficacy of the 6-week M4M intervention for symptoms of postnatal depression. METHODS: A total of 120 mothers and their babies will be recruited for this single-arm study. All dyads will attend 6 weekly online singing sessions, facilitated by Breathe Arts Health Research. Assessments will be conducted on Zoom at baseline and week 6, with follow-ups at weeks 16 and 32, and will contain interviews for demographics, mental health, and social circumstances, and biological samples will be taken for stress markers. Qualitative interviews will be undertaken to understand the experiences of women attending the sessions and the facilitators delivering them. Finally, data will be collected on recruitment, study uptake and attendance of the programme, participant retention, and acceptability of the intervention. DISCUSSION: The SHAPER-PNDO study will focus on the feasibility, alongside the clinical efficacy, of an online delivery of M4M, available to all mothers with PND. We hope to provide a more accessible, effective treatment option for mothers with PND that can be available both during and outside of the pandemic for mothers who would otherwise struggle to attend in-person sessions, as well as to prepare for a subsequent hybrid RCT. TRIAL REGISTRATION: ClinicalTrials.gov Identifier: NCT04857593 . Registered retrospectively on 22 April 2021. The first participants were recruited on 27 January 2021, and the trial is ongoing.
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In response to the turmoil and the anxiety created by the COVID-19 pandemic, many universities transitioned to online delivery with limited support and resources. University teachers adapted to the online environment to ensure the effectiveness of students' reaching their outcomes. Using the Universal Design for Learning (UDL) as a framework, this study analysed ethnographic data from two experienced university teacher narratives about their online teaching strategies in two different university settings, in a developed and a developing country. The results showed that teachers used more or less similar strategies based on the affordances provided within the Learning Management Systems (LMS) and by also accessing other existing technological tools. However, the results showed inequalities in students' participation due to their financial, economic, and socio-cultural backgrounds. This paper emphasises the need for investigation into personalised and inclusive learning for consolidating and accommodating social and geographical barriers to minimise inequalities in students' access to education. Students should not be deprived by the digital and technical divide limiting equal opportunities for learning and development in the so-called ‘global village' in the 21st century and beyond. © 2023 by the Association for Information Systems.
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The threat of COVID-19 has altered consumers shopping behaviour and increased consumers' willingness to purchase food using online food delivery services. Consumers were more likely to practice strict hand hygiene measures and were concerned with food safety. Such behaviours were likely driven by the fear and threat of contracting COVID-19. This study aims to use Protective Motivation Theory (PMT) to investigate how COVID-19 affects food shopping and food safety behaviour. An online, cross-sectional study was conducted in Indonesia and Malaysia to determine the protective motivation to engage in three food shopping and hygiene practices such as i) Safe food shopping behaviour; ii) Hand hygiene and avoiding cross contamination; and iii) Use of online food delivery services. Data were analysed using descriptive statistics, Spearman rho's correlation and binary logistic regression. A total of 1180 responses were received of which 1129 were valid. Gender was identified as a significant predictor across all food safety behaviours during COVID-19. Response efficacy and self-efficacy were significant predictors for food shopping behaviour while perceived severity significantly predicted hand hygiene practices after shopping. Age, frequency of food preparation and shopping, perceived severity, perceived vulnerability, response efficacy and self-efficacy were significant predictors for use of online food delivery services. Our findings suggest that women were more likely to engage in protective measures during food shopping, carry out hand hygiene practices after shopping and use online food delivery services during COVID-19. Participants with higher response and self-efficacy scores were more likely to shop from markets or shops with high hygiene standards while participants who perceived COVID-19 as a serious threat were more likely to clean and sanitise their hands after shopping. Participants also believed that the use of online food delivery services helps to reduce the risk of COVID-19 infection. However, foods should be purchased from trusted restaurants or takeaways. This is the first study to use Protection Motivation Theory to explore consumers' food shopping, hand hygiene and online food delivery practices during COVID-19.
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CONTEXT The subject ENG10003 Mechanics of Structures is common to all Engineering degree courses at Swinburne University of Technology. In the 2020 COVID year, the course was delivered fully online. Student feedback from the Subject Assessment Surveys for 2020 largely uncovered the limitations they perceived in the online delivery of the subject for its first time. A particular inference made, was that some students claimed they gained little additional benefit from the online delivery of the subject than from going through presentation of the theory and example solved/worked problems in textbooks. PURPOSE OR GOAL In reviewing the content of the delivery, student comments were vindicated in places as some material was based on inclusion of its electronic form of treatment with worked examples made available by the publishers of the recommended textbook. Some of the more positive feedback from students related to the screening of the videoed performance of the two experiments and their results presented in Weeks 7 and 10 of the online delivery. Students were required to perform analysis of the measurements made available to obtain key results and then to compare these against their theoretical counterparts in a report forming part of their assessment for the subject. The inclusion of experiment-based evidence on topics treated in other weeks of the subject delivery was therefore seen as a positive step towards increasing value to students of the online delivery of subject ENG10003 in 2021. APPROACH OR METHODOLOGY/METHODS The content of the online delivery of ENG10003 in every alternate week of Semester1 2021, was therefore supplemented by excerpts of experiment-based material drawn from www.Mechanics-Lab.com and made available by Strucomp P/L as a trial. The trial was anticipated to provide an opportunity to judge the efficacy of inclusion of experiment-based evidence as an enhancement to the learning of topics relevant to the subject. In addition, relaxing of COVID restrictions during the latter part of Semester 1, allowed students optional attendance of two "Open Sessions” where they could perform the TechnoLab™-based experiments used in the online delivery of ENG10003, hands-on for themselves. ACTUAL OR ANTICIPATED OUTCOMES Informal student feedback has been quite positive. Results from a purpose-specific quiz and the Subject Assessment Learning Survey for the subject, also show favourable responses for the inclusion of experiment-based verification of topics in the delivery of ENG10003. CONCLUSIONS/RECOMMENDATIONS/SUMMARY Whilst hands-on performance of experimentation on physical models for obtaining experiment-based evidence supporting the understanding and acceptance of basic principles and analysis/modelling techniques treated in ENG10003 has been acknowledged by students as superior to online delivery of such material, these students still feel it worthwhile to include videos of experiment-based evidence of topics in the online delivery of the subject. Copyright © Jessey Lee and Nicholas Haritos, 2021.
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CONTEXT In the autumn session of 2020, COVID-19 outbreak forced the transition of teaching and learning from face-to-face mode into remote delivery in Australian universities. Over this unplanned, unprepared, and rapid move to remote delivery for lecturers and online learning for students, many strategies, designs, and technologies were applied to replace conventional classes, tutorials, laboratory classes, project assignments, and assessments. PURPOSE OR GOAL This study investigated the design, use and impact of videos for lectures, tutorials, and laboratory experiments for a combined undergraduate and postgraduate Environmental Engineering course during the COVID-19 pandemic in 2020. The course was delivered through both face-to-face and online delivery modes, which we employed conventional video recordings and H5P interactive videos to support e-learning on the Moodle platform. APPROACH OR METHODOLOGY/METHODS H5P interactive videos, slides and quizzes were also used to design the pre-lab and recorded lab experiments, as our labs were closed due to social distancing requirements. Students' performance was evaluated through their marks of weekly quizzes;and their engagement was analyzed using Moodle activity logs and anonymous surveys through teacher evaluation and polling in Zoom meetings. ACTUAL OR ANTICIPATED OUTCOMES The attendance to online Zoom lecture and tutorials ranged from 70-87%. These data collectively demonstrate a high level of student engagement and satisfaction under the COVID-19 impacted teaching and learning environment compared to rate of lecture attendance at traditional lectures. H5P interactive videos helped students to achieve higher marks, compared to conventional videos. Student has watched the video more than once to obtain enough information to write the lab class report. CONCLUSIONS/RECOMMENDATIONS/SUMMARY It was shown that H5P interactive videos had higher views than conventional videos, which subsequently led to higher marks in weekly quizzes. The tutorials were delivered using Zoom meetings, supplemented with pre-recorded videos which supported students who could not attend the tutorial or for their revisions. The virtual laboratory experiments enabled with H5P provided adequate data and information for students to write their lab reports comparable to the requirements of a real-life lab class. Different approaches of video design and their limitations and improvements are discussed for the future development of e-learning in the post-COVID era. Copyright © Guangming Jiang, Ashley Ansari, Muttucumaru Sivakumar, Timothy McCarthy, 2021.
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(German) In diesem Beitrag der Zeitschrift fur Psychodrama und Soziometrie geht es um die Frage, ob sich die Online-Performance-Modalitat des Soziodramas, die durch ausere Bedingungen erzwungen wird, fur eine Diskussion der Methodik von Moreno im Kontext der Liminalitat eignet. Die Konzepte der Liminalitat, der Kreativitat, der kollektiven Kreativitat (CC) und der kreativen Resilienz (CR) werden in Bezug auf den Wert des Soziodramas bei der Erschliesung spontaner und erdachter liminaler Raume innerhalb der groseren liminalen Erfahrung der COVID-19-Pandemie diskutiert. Wichtige Konzepte Morenos (Somatisierung, Konkretisierung) werden als spontane Verstarker der Gruppenkollaboration mit Verweisen auf ihre Validierung durch neurowissenschaftliche Forschung vorgestellt. Die Autorinnen stellen kurz die Konzepte des g"-Faktors und des UC-Ego" vor, die durch die Videokommunikationsdienste induziert werden, und verweisen auf ihre Auswirkungen auf die kollektive Kreativitat. Die Fallstudie des Soziodrama-Netzwerks iSCAN mit seiner Fahigkeit zur kollektiven kreativen Resilienz (CCR) zeigt, wie das Soziodrama als strategische kollektive und kreative Antwort auf externe Veranderungen entsteht. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Mostly-online teaching experiences in circuits and systems (CAS) during 2020-2021 COVID-19 pandemic are presented. Three case studies are shared summarizing course details, tools and platforms, best practices and limitations across three universities representing different continents. The presented approaches attempt to address several limitations of passive online delivery of CAS courses via interactive simulations, formative assessments via interactive web content and slide-embedded polls, at-home labs with student acquired hardware and instructor-lead and student-centered activity based learning. © 2022 IEEE.
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Many dementia-friendly social programs were adapted to online delivery due to the COVID pandemic. Hasty adaptations make it unclear how to design these programs to capture the benefits of online delivery and face-to-face interactions. To understand the complexities of program delivery, we interviewed program coordinators and held focus groups with people living with dementia (PLWD) and their informal carers. We applied an interdependence framework to examine how the relationships between individuals affect program benefits. We found that interdependencies within an organization related to finances and networking are key and that organizational and individual interdependencies converge during program delivery. Our findings suggest these two interdependencies could influence one another more effectively if technology, like video conferencing, were designed to account for it. We discuss how an expanded notion of interdependency for the design of technology helps expand inclusivity in accessible social programs. © 2022 ACM.
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Food businesses benefit from an online food ordering and delivery framework. The purpose of this study is to identify the factors that influence overall consumer satisfaction with online food delivery providers. The demographic information of the respondents was discussed in this study. Furthermore, this study also revealed a significant difference between respondents' perceptions of e-services and the variables listed in the study's objectives. The researchers used a quantitative approach to identify the factors that influence consumers' overall satisfaction with online food delivery services. To collect information from the respondents, the researchers used a convenience and snowball sampling technique. Descriptive statistics were used to depict the respondent profile. The Mann-Whitney U and Wilcoxon tests were used to determine the difference in e-satisfaction between female and male respondents, while the Kruskal-Wallis test was used to determine the difference in e-satisfaction of respondents when grouped by age. The Spearman rho was used to see if there was a link between personal aspect, E-Service Quality, and Perceived Food Quality and esatisfaction. The study found a significant relationship between personal aspect, E-Service Quality, and Perceived Food Quality and e-satisfaction. In terms of gender, most of the respondents are male, with 51.3%, and for the age of respondents, 29 to 40 years old. In terms of employment status, employed with a total of 162 and 61.60% has participated in the study. income salary, 50,000 and above are the highest, with a frequency of 64 and a percentage of 27.71%. [ FROM AUTHOR] Copyright of International Journal of Multidisciplinary: Applied Business & Education Research is the property of Future Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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Prior to the advent of the COVID-19 pandemic, distance education, a mode of education that allows teaching and learning to occur beyond the walls of traditional classrooms using electronic media and online delivery practices, was not widely embraced as a credible alternative mode of delivering education, especially in Africa. In education, the pandemic, and the measures to contain it, created a need for virtual learning/teaching and showcased the potential of distance education. This article explores the potential of distance education with an emphasis on the role played by COVID-19, the technologies employed, and the benefits, as well as how data stewardship can enhance distance education. It also describes how distance education can make learning opportunities available to the less privileged, geographically displaced, dropouts, housewives, and even workers, enabling them to partake in education while being engaged in other productive aspects of life. A case study is provided on the Dutch Organisation for Internationalisation in Education (NUFFIC) Digital Innovation Skills Hub (DISH) project, which is implemented via distance education and targeted towards marginalised individuals such as refugees and displaced persons in Ethiopia, Somalia, and other conflict zones, aiming to provide them with critical and soft skills for remote work for financial remuneration. This case study shows that distance education is the way forward in education today, as it has the capability to reach millions of learners simultaneously, educating, lifting people out of poverty, and increasing productivity and yields, while ensuring that the world is a better place for future generations. © 2022 Chinese Academy of Sciences. Published under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.
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Online learning has been studied long before the pandemic. Some educators were concerned about online learning. The COVID-19 pandemic changed everything. During the earlier part of the pandemic (Spring 2020), many universities were locked down. Every course had to be switched to online delivery mode. This imposed quite a challenge for some courses. For example, how would you conduct labs which needed to use lab equipment? How would the students work together on their capstone projects? The successes and lessons learned during the pandemic are an important part of the effort to take advantage of online learning. Many of the practices forced upon us during the pandemic are useful even after the pandemic. Online presentation, use of GitHub for software development, use of Google documents/directory, Google form for team evaluation and peer evaluation are a few things that can be adopted after pandemic to improve student learning. In this paper, successes and lessons learned will be shared regarding the use of Zoom in lectures, laboratories, and help sessions, homework and quizzes in Canvas, virtual presentation for Mini-Maker Faire, feedback from students, and capstone projects. © American Society for Engineering Education, 2022.
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With the structural shift in education due to the pandemic, worldwide educators adapted by a variety of methods, including a change to the course delivery method. Many universities closed and/or moved to wholly online delivery. With the online video formats, either synchronous or asynchronous, faculty were able to create a library of videos which could be later used as a tool. This new collection of videos could be used for asynchronous delivery or online courses, or as supplemental instructional videos. A survey was conducted to determine student perceptions of supplemental instructional videos. Supplemental instructional videos were available pre-pandemic by individual instructors and publishers. Instructors may have offered videos through a Learning Management System (LMS) or a streaming platform. These types of videos vary from general topic overviews to course specific content. Certain types of courses and content have long been identified as appropriate for online delivery, like software-based courses. However, instructors have been slow to adopt online delivery for hands-on laboratory exercises or architectural studios. Because of this post-pandemic paradigm shift, there is an opportunity to identify the associated shift in student perceptions. A survey instrument was developed to assess student perceptions about supplemental instructional videos. All of the students surveyed are enrolled in courses which provide supplemental instructional videos through their LMS. The survey was not limited to perceptions about current courses. Students across engineering, engineering technology, and architecture disciplines were asked about their perceptions of supplemental instructional videos made available through LMS. The LMS collects analytical data about usage, and depending on the LMS, precisely how much and which portions of a video were viewed by students. The survey included demographic questions in addition to questions about experience with online learning and supplemental instructional videos. Students surveyed included all levels of undergraduate students and graduate students from two universities in different states. Students are generally split in their preference for online or face-to-face delivery methods. About two-thirds of the respondents had been exposed to supplemental instructional videos. Similar to completely online courses, respondents identified reasons that supplemental instructional videos were a good resource, which included the lack of time constraints and the ability to watch and re-watch the videos. © American Society for Engineering Education, 2022.
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Often, activities developed for face-to-face delivery of software engineering topics cannot be used without modification in the online delivery of course materials. Following Covid protocols in face-to-face classes also requires modification of active learning course materials. This paper describes the authors' experiences during the past three years using active learning materials in a face-to-face software engineering course with and without social distancing. As well as their experiences teaching both synchronous and asynchronous online versions of the same course. The project team critically examined existing active learning materials used for face-to-face delivery of the course and adapted them for use in online and socially distanced face-to-face course delivery during Fall 2021. The authors monitored the levels of student engagement in each group and surveyed individual students to measure their perceived levels of engagement with course activities. Our assessment data suggests that students attending face-to-face class meetings (with or without social distancing) felt more engaged with the active learning course materials than those taking the class online. Students interacting with the active learning course materials, whether face-to-face or though Zoom breakout rooms, felt more engaged with the course materials than they would have in a traditional online lecture course. Students receiving in-person instruction tended to have fewer missing assignments and provided higher course evaluations than students completing the course activities online. © American Society for Engineering Education, 2022.