期刊名称：International Journal of Engineering Pedagogy
电子版ISSN：2192-4880
出版年度：2021
卷号：11
期号：3
页码：71-83
DOI：10.3991/ijep.v11i3.20449
出版社：International Society for Engineering Education (IGIP) in cooperation with Kassel University Press GmbH
摘要：Universities and educational institutions worldwide had to abruptly suspend their in-person classes and offer the rest of the term in an online for-mat. This adjustment meant that instructors had to switch their instruction format and redesign their assessment strategies to ensure good quality edu-cation. In this work, we present the methods used in two courses for this transition and the impact on student learning. Specifically, we present data from two courses: second-year engineering mathematics and first-year object-oriented programming. The online instruction was delivered covering all the objectives, and the online assessment environment was designed with all possible safeguards to maintain integrity. Our data from these assessments show that the measures were successful. Further, the data indicate that while the pandemic severely impacted the first-year students, the second-year students did not experience any learning issues in the transition. We also present the lessons learned for future improvement.
其他摘要：Universities and educational institutions worldwide had to abruptly suspend their in-person classes and offer the rest of the term in an online for-mat. This adjustment meant that instructors had to switch their instruction format and redesign their assessment strategies to ensure good quality edu-cation. In this work, we present the methods used in two courses for this transition and the impact on student learning. Specifically, we present data from two courses: second-year engineering mathematics and first-year object-oriented programming. The online instruction was delivered covering all the objectives, and the online assessment environment was designed with all possible safeguards to maintain integrity. Our data from these assessments show that the measures were successful. Further, the data indicate that while the pandemic severely impacted the first-year students, the second-year students did not experience any learning issues in the transition. We also present the lessons learned for future improvement.
