Abstract
The University of Bergamo switched from regular classes to online classes due to the COVID-19 pandemic during March 2020, without leaving to the students the chance to meet their teachers in the traditional setting even once. As such, this context represents a unique opportunity to compare the traditional courses, held in the years before, with remote learning. In this paper, we focus on the lessons learned from switching a project management course that combines traditional lectures with Simulation-Based Training (SBT) to an online course with the same structure, same curriculum and the same teaching team. Lessons learned are based on the opportunity to compare the two methods of teaching and their learning outcomes. Based on the analysis, conclusions about the future of this course and similar courses are presented.
Highlights
Introduction and Background1.1 Effective Teaching in the COVID-19 EraThe American Association of Higher Education’s “Seven principles for good practice in undergraduate education” (Chickering & Gamson, 1987) focus on key elements that any training program should guarantee to achieve proper knowledge development
The University of Bergamo switched from regular classes to online classes due to the COVID-19 pandemic during March 2020, without leaving to the students the chance to meet their teachers in the traditional setting even once
We focus on the lessons learned from switching a project management course that combines traditional lectures with Simulation-Based Training (SBT) to an online course with the same structure, same curriculum and the same teaching team
Summary
The American Association of Higher Education’s “Seven principles for good practice in undergraduate education” (Chickering & Gamson, 1987) focus on key elements that any training program should guarantee to achieve proper knowledge development These are: 1) Encourage contacts between students and faculty. An extensive debate on the role of online learning has been refurbished and discussion about pros and cons and, more in general, of the learning effectiveness of such a solution, has become dominant in several fields Starting from these premises and from the personal experience of the authors during the development of teaching programs in the lockdown period, this work aims to provide evidence about the effects of online teaching perceived by university students and the potential effects that online platforms can have on Simulation-Based Training. The aim of this paper is, to present some insights about the transition from a traditional to an online setting while maintaining the same course structure, which includes simulation-based training
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