ABSTRACT
As the COVID-19 pandemic swept across the United States, colleges and universities faced the challenge of completing the academic term. Many institutions offered students the option of a ‘credit/no credit' grading system, which wouldn't affect their GPA. In this study, we examine which student characteristics are correlated with the decision to choose this grading option over a traditional letter grade. Our findings show that female students, particularly those with lower course grades, were more likely to opt for the ‘credit/no credit' option than male students. This aligns with previous research indicating that female students tend to be more risk-averse, particularly in economics courses. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
ABSTRACT
Online internet-based education and virtual teaching and learning have been forced upon the world due to coronavirus global pandemic healthcare crisis. Various internet and communication technology-assisted virtual delivery platforms are used, such as Zoom, Microsoft Teams, Google Hangouts, Skype, etc., to conduct lectures, tutorials, workshops, and provide online support to students. The main objective of this chapter is to reflect and compare the teaching and learning strategies in normal situation in contrast with the practice during COVID-19 environment. The chapter formalises an analysis of the challenges faced by lecturers in teaching and delivering first-year economics unit to the students, at the two institutions, and its impact on their learning of the economics core unit offered at the undergraduate Bachelor of Business program.