The Impacts of Emergency Remote Learning in a CS Programming Course: a Case Study
Resumo
With the COVID-19 pandemic, universities had to close their campuses. The need to continue teaching in these circumstances has led to the adoption of an Emergency Remote Learning (ERL) model by many universities. Computer Science related courses needed to adapt to this model, adopting strategies and tools to keep teaching. Thus, this article presents an analysis of the impact of ERL adoption on the students’ learning outcomes in an object-oriented programming discipline. An Explanatory Case Study is carried out involving six classes, three from before and three after the ERL. The results indicate that there were no statistically significant impacts on the students’ learning outcomes, raising initial evidence that the adaptation strategies adopted may have been effective to minimize the impacts.
Palavras-chave:
Emergency Remote Learning, Case Study, Object Oriented Programming, Virtual Programming Lab
Referências
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L. Bickman and D. J. Rog. 1997. Handbook of applied social research methods. Thousand Oaks, Sage.
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Tom Crick, Cathryn Knight, Richard Watermeyer, and Janet Goodall. 2020. The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community. In United Kingdom Ireland Computing Education Research Conference. (Glasgow, United Kingdom) (UKICER ’20). Association for Computing Machinery, New York, NY, USA, 31–37.
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Yogesh Kumar Dwivedi, D. Laurie Hughes, Crispin Coombs, Ioanna Constantiou, Yanqing Duan, John S. Edwards, Babita Gupta, Banita Lal, Santosh Misra, Prakhar Prashant, Ramakrishnan Raman, Nripendra P. Rana, Sujeet Kumar Sharma, and Nitin Upadhyay. 2020. Impact of COVID-19 pandemic on information management research and practice: transforming education, work and life. International Journal of Information Management.
Chuck Hodges and Denver Fowler. 2021. COVID-19 Crisis and Faculty Members in Higher Education: From Emergency Remote Teaching to Better Teaching through Reflection. International Journal of Multidisciplinary Perspectives in Higher Education 5, 1, 118–122.
Santiago Iglesias-Pradas, Ángel Hernández-García, Julián Chaparro-Peláez, and José Luis Prieto. 2021. Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study. Computers in Human Behavior 119, 106713.
Edward H Livingston. 2004. Who was student and why do we care so much about his t-test? The Journal of surgical research 118, 1.
WHO World Health Organization. [n.d.]. Rolling updates on coronavirus disease (CODIV-19). [link]. Last accessed 18 October 2021.
F. M. Reimers and A. Schleicher. 2020. A framework to guide an education response to the COVID-19 Pandemic of 2020. https://www.oecd-ilibrary.org/content/paper/6ae21003-en
Mihaela Sabin, Karen H. Jin, and Adrienne Smith. 2021. Oral Exams in Shift to Remote Learning. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education. Association for Computing Machinery, New York, NY, USA, 666–672.
Sidnei Renato Silveira, Cristiano Bertolini, Fábio José Parreira, Guilherme Bernardino da Cunha, and Nara Martini Bigolin. 2021. Impactos do Ensino Remoto na disciplina de paradigmas de programação durante o isolamento social devido à pandemia de COVID-19. Revista Gestão E Desenvolvimento 18, 2, 200–213.
Simone Souza, João Choma Neto, Leo Paschoal, and Elis Hernandes. 2021. Ensino Remoto Emergencial de Engenharia de Software com PBL: um relato de experiência. In Anais do XXIX Workshop sobre Educação em Computação. SBC, Porto Alegre, RS, Brasil, 31–40.
Michael K. Barbour, Randy LaBonte, Charles B. Hodges, Stephanie Moore, Barbara B. Lockee, Torrey Trust, Mark Aaron Bond, Phil Hill, and Kevin Kelly. 2020. Understanding pandemic pedagogy: differences between emergency remote, remote, and online teaching. In State of the Nation: K-12 e-Learning in Canada.
L. Bickman and D. J. Rog. 1997. Handbook of applied social research methods. Thousand Oaks, Sage.
J. A. Castro Filho, R. S. Freire, and D. L. Maia. 2021. Estudo de Caso como método de pesquisa em Informática na Educação. In Metodologia de pesquisa científica em Informática na Educação: abordagem qualitativa, E. O. Pimentel, M.; Santos (Ed.). SBC, Porto Alegre.
Tom Crick, Cathryn Knight, Richard Watermeyer, and Janet Goodall. 2020. The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community. In United Kingdom Ireland Computing Education Research Conference. (Glasgow, United Kingdom) (UKICER ’20). Association for Computing Machinery, New York, NY, USA, 31–37.
UFSC Universidade Federal de Santa Catarina. 2020. Diagnóstico Institucional UFSC - Junho 2020. [link].
Yogesh Kumar Dwivedi, D. Laurie Hughes, Crispin Coombs, Ioanna Constantiou, Yanqing Duan, John S. Edwards, Babita Gupta, Banita Lal, Santosh Misra, Prakhar Prashant, Ramakrishnan Raman, Nripendra P. Rana, Sujeet Kumar Sharma, and Nitin Upadhyay. 2020. Impact of COVID-19 pandemic on information management research and practice: transforming education, work and life. International Journal of Information Management.
Chuck Hodges and Denver Fowler. 2021. COVID-19 Crisis and Faculty Members in Higher Education: From Emergency Remote Teaching to Better Teaching through Reflection. International Journal of Multidisciplinary Perspectives in Higher Education 5, 1, 118–122.
Santiago Iglesias-Pradas, Ángel Hernández-García, Julián Chaparro-Peláez, and José Luis Prieto. 2021. Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study. Computers in Human Behavior 119, 106713.
Edward H Livingston. 2004. Who was student and why do we care so much about his t-test? The Journal of surgical research 118, 1.
WHO World Health Organization. [n.d.]. Rolling updates on coronavirus disease (CODIV-19). [link]. Last accessed 18 October 2021.
F. M. Reimers and A. Schleicher. 2020. A framework to guide an education response to the COVID-19 Pandemic of 2020. https://www.oecd-ilibrary.org/content/paper/6ae21003-en
Mihaela Sabin, Karen H. Jin, and Adrienne Smith. 2021. Oral Exams in Shift to Remote Learning. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education. Association for Computing Machinery, New York, NY, USA, 666–672.
Sidnei Renato Silveira, Cristiano Bertolini, Fábio José Parreira, Guilherme Bernardino da Cunha, and Nara Martini Bigolin. 2021. Impactos do Ensino Remoto na disciplina de paradigmas de programação durante o isolamento social devido à pandemia de COVID-19. Revista Gestão E Desenvolvimento 18, 2, 200–213.
Simone Souza, João Choma Neto, Leo Paschoal, and Elis Hernandes. 2021. Ensino Remoto Emergencial de Engenharia de Software com PBL: um relato de experiência. In Anais do XXIX Workshop sobre Educação em Computação. SBC, Porto Alegre, RS, Brasil, 31–40.
Publicado
24/04/2022
Como Citar
HAUCK, Jean C. R.; BARDINI IDALINO, Thaís.
The Impacts of Emergency Remote Learning in a CS Programming Course: a Case Study. In: SIMPÓSIO BRASILEIRO DE EDUCAÇÃO EM COMPUTAÇÃO (EDUCOMP), 2. , 2022, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 10-17.
DOI: https://doi.org/10.5753/educomp.2022.19194.
