Mind the gap: Reimagining an interactive programming course for the synchronous hybrid classroom
COVID-19 has significantly affected universities, forcing many courses to be delivered entirely online. As countries bring the pandemic under control, a potential way to safely resume some face-to-face teaching is the synchronous hybrid classroom, in which physically and remotely attending students...
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| المؤلفون الرئيسيون: | , , , |
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| التنسيق: | text |
| اللغة: | English |
| منشور في: |
Institutional Knowledge at Singapore Management University
2022
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| الوصول للمادة أونلاين: | https://ink.library.smu.edu.sg/sis_research/6717 https://ink.library.smu.edu.sg/context/sis_research/article/7720/viewcontent/2109.09073.pdf |
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| المؤسسة: | Singapore Management University |
| اللغة: | English |
| الملخص: | COVID-19 has significantly affected universities, forcing many courses to be delivered entirely online. As countries bring the pandemic under control, a potential way to safely resume some face-to-face teaching is the synchronous hybrid classroom, in which physically and remotely attending students are taught simultaneously. This comes with challenges, however, including the risk that remotely attending students perceive a ‘gap’ between their engagement and that of their physical peers. In this experience report, we describe how an interactive programming course was adapted to hybrid delivery in a way that mitigated this risk. Our solution centred on the use of a professional communication platform—Slack—to equalise participation opportunities and to facilitate peer learning. Furthermore, to mitigate ‘Zoom fatigue’, we implemented a semi-flipped classroom, covering concepts in videos and using shorter lessons to consolidate them. Finally, we critically reflect on the results of a student survey and our own experiences of implementing the solution. |
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