Abstract
The global Covid-19 lockdown had shifted traditional learning in universities toward the full implementation of eLearning. This new way of learning had overcome many challenges and showed many potentials as well. During Covid-19; Information Technology students in Hashemite University had experienced learning programming languages labs using different platforms. Six labs are available: Introduction to C++, Object oriented programming 1, Object oriented programming 2, Visual basic programming, Web programming and introduction to Database. In this paper, the transition of learning programming labs is highlighted based upon students’ perception. New teaching methodology is proposed and applied for teaching programming labs courses completely remotely, the proposed methodology has been assessed out of web structured survey and direct assessment of students. The results showed that the suggested teaching model for teaching online programming labs successes preliminary in creating online practical programming environment similar to that available during face-to-face teaching at university, however the methodology must be revised to modify the adopted online programming evaluation system to become more reliable and fair.
Highlights
The lockdown during the COVID-19 pandemic forced many countries to apply remote learning in their schools and universities as a preventive measure against the spread of COVID-19
To adjust to the transition to complete online learning, the administration decided that each faculty member must provide their faculty with weekly statistical information through filling out forms regarding the tools used to interact with students (MS TEAM, ZOOM, YouTube, Moodle, Facebook, Google Classroom, WhatsApp, etc.), the number of students that interacted, and the percentage of interacted students compared with the total number of students within the class
1 has been achieved through analyzing the study survey, which revealed that 42.79% of students consider that Virtual Learning Environments (VLEs) is the main difficulty encountered during COVID-19, as they believe VLE creates a tiresome and uncompetitive environment
Summary
The lockdown during the COVID-19 pandemic forced many countries to apply remote learning in their schools and universities as a preventive measure against the spread of COVID-19. School and university closures affected more than one billion and 575 million students in 188 countries in 2020 [1]. Many universities had integrated Information and Communication Technology (ICT) to improve the traditional learning process [2]. Asynchronous learning management systems (LMSs) tools, which are web-based programs used to manage and organize educational material for students at any time and from any location, were adopted by universities. Such examples of LMSs include Moodle and Blackboard. LMSs are considered an applicable method to administer online exams [3] [4]
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