Comparing Different Modes of Teaching and Learning: Extended Degree Modules vs. Mainstream Modules Online

Abstract

This study investigates student perceptions of their preferred mode of teaching (online, hybrid or face-to-face), as well as their preferred mode of online teaching (live online classes, pre-recorded online presentations, or a combination of both) within a mathematics-based curriculum. Extended engineering degree programme, offered to students who have not achieved the minimum requirements for mainstream study or have chosen to enhance their mathematics and science foundations, students in their first and second year of study completed a questionnaire based on their experiences of the online teaching approaches in their mainstream and augmenting modules. The results were captured and analysed in SPSS and indicated the following: 1) students prefer some in-person interaction between themselves and the lecturers in the modules, as opposed to a complete online approach; 2) students value a mix of different online approaches to teaching and learning. For example, providing the students with pre-recordings of content and also scheduling a session that students can attend for live demonstrations or lectures; and 3) students found the approach to online teaching and learning by the extended engineering degree programme more beneficial to that taken by modules in the mainstream curriculum. The reasons for this are varied and relate strongly to the smaller group sizes offered by an extended degree and the emphasis placed on teaching by lecturers within the programme, as well as the interaction and platform for questions offered during live class sessions. The implication of these findings is that lecturers can enhance student learning by offering different modes of instruction online, and that the need for in-person interaction between lecturers and students remains. Moreover, small group sizes serve as opportunities to enhance student foundations.