Abstract
The education systems around the world have had to adapt quickly to find ways to offer university programs remotely in the face of the Covid 19 pandemic. Without the proper preparation and sufficient knowledge, instructors learned to teach online during the Winter 2020 semester to allow students to complete their courses when campuses suddenly closed as a safety measure. Normally many weeks of preparation would have been necessary to redesign a course to be efficiently offered online. This paper studies some aspects of the transition from Face to Face teaching in the Fall 2019 semester to Face to face / Online teaching in the Winter of 2020 (beginning of the pandemic) to completely Online teaching in the Fall 2020. This transition is examined in a Managerial Analytics course offered in the first semester of an MBA program at a Canadian University. A survey administered at the end of each semester reveals different levels of students’ anxiety, modification in the communication tools utilized, changes in intensity of weekly study hours and expected recollection of the material learned in the course, a year after completion. Additional variations are also observed by gender.
Highlights
University teaching has changed so much over the years that people who graduated twenty years ago would not recognize it
The results showed that 70% of students prefer mostly or completely face-to-face teaching, and 73% of instructors prefer face-to-face teaching
The focus of this paper is to identify the impact of the change in teaching delivery on some aspects of anxiety, and attitudes over three key semesters, before the pandemic, during the beginning of the pandemic and during the pandemic
Summary
University teaching has changed so much over the years that people who graduated twenty years ago would not recognize it. Most instructors are offering many online learning tools and additional flexibility. Many have moved their teaching completely online, and some programs do not require students to be in the same country as the institution offering the program. This wave will continue for the years to come, with the younger generation of professors already familiar and comfortable with the required technology. ([4]-[8]) Because the technology is available, many professors adopt a blended teaching approach with face-to-face complemented with several online learning tools 9 % of both students and faculty surveyed preferred mostly or completely online education. [1] Other research concluded that online courses fail in the lack of students’ motivation and memory development [2] while others did not find any significant difference in students’ performance in either course delivery. [3] The literature on this dilemma is extensive. ([4]-[8]) Because the technology is available, many professors adopt a blended teaching approach with face-to-face complemented with several online learning tools
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