Moving large classes online: illuminating the experience of the sudden transition of large, face-to-face programmes to the online environment in Dublin City University, in response to the Covid-19 crisis

This study was financially supported by the Dublin City University (DCU) Educational Trust as one of the projects accepted for the DCU Covid-19 Research and Innovation Hub. The motivation for developing the research project arose from discussions between the authors who, at the time of the call for proposals, were experiencing the emergency transition of a large class online from the perspectives of a teacher, a student, a learning technologist and an academic developer. The purpose of the study is threefold: To shed light on the sudden transition of DCU's large classes (100+ students) from the face-to-face teaching and learning setting to the online environment in March 2020 from the perspectives of staff and students. To contextualise the findings arising from the examination of the transition referred to above by reviewing relevant literature. To inform the work (a) of academics in DCU teaching large-class cohorts and (b) of DCU's academic developers and learning technologists, supporting them in this endeavour, as large programmes and modules move online in the forthcoming academic year. The composition of the research team was an advantage from the outset in terms of developing the proposal, designing the research and interpreting the findings. Viewing the above objectives from a range of perspectives ensured a richness in discussion, debate, synthesis, analysis and reporting. The report is divided into the following sections: Section 1 provides suggestions and guidance for transitioning large classes online, as we move into the academic year 2020/21. This is not a summary of the report; rather, it forefronts the implications and conclusions arising from the research process, instead of presenting them at the end. This section of the report was shared with DCU staff via email on 22 September 2020. Section 2 comprises the full report with the following elements: methodology; findings from the review of literature; findings from data analysis; discussion; authors’ personal reflections and references. Section 3 is an appendix, which includes relevant documentation that may be of use to the reader when navigating the document

Technology: Servant or Master of the Online Teacher?

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Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors

The university student experience of face-to-face and online discussions: coherence, reflection and meaning

This paper reports on an investigation into learning through discussions by undergraduate social work students. Second‐year students studying psychology for social work experienced discussions began with face‐to‐face tutorials, and then continued for some time after online. This study used closed‐ended questionnaires to investigate what students thought they were learning through discussions (their concepts), and how they engaged in the discussions face‐to‐face and online (their approaches). Significant associations were found among students’ concepts of discussions, approaches and levels of achievement. The results suggest that students who do not understand how discussions can help them to interrogate, reflect on and revise their ideas tended not to approach either face‐to‐face or online discussions in ways likely to improve their understanding or their levels of achievement. This type of insight is critical for teacher/designers wishing to create university experiences in which discussion is used to promote learning

‘Economics with training wheels’: Using blogs in teaching and assessing introductory economics

Blogs provide a dynamic interactive medium for online discussion, consistent with communal constructivist pedagogy. This paper explores the use of blogs in the teaching and assessment of a small (40-60 students) introductory economics paper. The role of blogs as a teaching, learning and assessment tool are discussed. Using qualitative and quantitative data collected across four semesters, students’ participation in the blog assessment is found to be associated with student ability, gender, and whether they are distance learners. Importantly, students with past economics experience do not appear to crowd out novice economics students. Student performance in tests and examinations does not appear to be associated with blog participation after controlling for student ability. However, students generally report overall positive experiences with the blog assessment

Promoting Intercultural Competence by Means of Blended Learning. Application of Forum Exercises in Beginners German Language Class in Jordan

With the help of electronic media certain conditions can be created in the teaching of foreign languages, which support a learner-oriented approach in the sense of a moderate constructivistic didactic. This paper aims to show, with\ud the help of a practical example, how forum exercises implement a Western understanding of modern foreign language teaching in a country in the Middle East. Therefore a blended learning model was created, whose application was\ud evaluated by the users. This paper exemplarily presents the application of forum exercises as an accompaniment to face-to-face classes and their potential for an intercultural language course. The term “culture” appears in this context on two levels: (a) as content, and (b) as a feature of the learner’s disposition. Additionally the results of the evaluation of this blended learning form will be presented

Rhetorical relationships with students: A higher education case study of perceptions of online assessment in mathematics

Some students perceive that online assessment does not provide for a true reflection of their work effort. This article reports on a collaborative international project between two higher education institutions with the aim of researching issues relating to engineering student perceptions with respect to online assessment of mathematics. It provides a comparison between students of similar educational standing in Finland and Ireland. The students undertook to complete questionnaires and a sample of students was selected to participate in several group discussion interviews. Evidence from the data suggests that many of the students demonstrate low levels of confidence, do not display knowledge of continuous assessment processes and perceive many barriers when confronted with online assessment in their first semester. Alternative perspectives were sought from lecturers by means of individual interviews. The research indicates that perceptions of effort and reward as seen by students are at variance with those held by lecturers. The study offers a brief insight into the thinking of students in the first year of their engineering mathematics course. It may be suggested that alternative approaches to curriculum and pedagogical design are necessary to alleviate student concerns

Assessing Online Collaborative Discourse

This qualitative study using transcript analysis was undertaken to clarify the value of Harasim’s Online Collaborative Learning Theory as a way to assess the collaborative process within nursing education. The theory incorporated three phases: (1) idea generating; (2) idea organizing; and (3) intellectual convergence. The transcripts of asynchronous discussions from a two-week module about disaster nursing using a virtual community were analyzed and formed the data for this study. This study supports the use of Online Collaborative Learning Theory as a framework for assessing online collaborative discourse. Individual or group outcomes were required for the students to move through all three phases of the theory. The phases of the Online Collaborative Learning Theory could be used to evaluate the student’s ability to collaborate. It is recommended that group process skills, which have more to do with interpersonal skills, be evaluated separately from collaborative learning, which has more to do with cognitive skills. Both are required for practicing nurses. When evaluated separately, the student learning needs are more clearly delineated

Delivering manufacturing technology and workshop appreciation to engineering undergraduates using the flipped classroom approach

Delivery of manufacturing technology and practical workshop-based work, on undergraduate engineering courses that engage the learners, is challenging. The paper presents an experimental method of workshop delivery using the flipped learning approach, a pedagogical model in which the typical lecture and homework elements of a course are reversed. Video lectures are viewed by students prior to class. In-class time can be devoted to exercises, projects, or discussions as in this case. Learners were asked to observe three audiovisual clips in preparation for class. The objective was to determine whether the flipped classroom approach can enhance the learning experience, through better engagement with the students, compared to conventional classroom-based learning. The level of student participation and level of success have been established by means of feedback questionnaires from more than 100 participants and peer observation. The results are encouraging and demonstrate that this approach is favoured by the students