Publication Type

Conference Proceeding Article

Version

acceptedVersion

Publication Date

1-2022

Abstract

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.

Discipline

Software Engineering

Research Areas

Software and Cyber-Physical Systems

Publication

Proceedings of the 55th Hawaii International Conference on System Sciences (HICSS-55), Virtual Conference, 2022 January 4-7

First Page

1

Last Page

10

Identifier

10.24251/HICSS.2022.115

City or Country

Virtual Conference

Additional URL

https://doi.org/10.24251/HICSS.2022.115

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