Synchronous Lectures Research Articles

Students' Perspectives on Selecta Capita of Mathematics Online Course on Their Ability to Develop Mathematics Task

The main problem in implementing online lectures is how to adjust what students expect with the achievement of learning quality. This study examines students’ perspectives on effective lectures on the ability to develop mathematics task. Quantitative descriptive research has been carried out on students of the mathematics education study program Universitas Negeri Semarang who took the Selecta Capita of Mathematics course. The subjects in this study were 101 first-year students in the mathematics education study program at Semarang State University for the 2021/2022 academic year. The data were obtained through questionnaires and analyzed by the descriptive statistics. The data that had been obtained and then tabulated in a table, the average value is searched, and presented in the appropriate graph. The results of the study indicate that the availability of learning modules and videos as learning resources is the most important thing that must be prepared during lectures. Furthermore, several other things such as synchronous lectures, discussions using the WhatsApp Group, the use of the learning management system, group assignments, virtual face-to-face meetings, and project assignments need to be prepared during lectures. These results are needed to be applied on team-based project learning models to develop students’ abilities in developing math tasks.
 Keywords: students’ perspectives, selecta capita, mathematics online course, mathematics task

138 Supporting Early-Career Faculty Grant Proposals through Narrative Development Training: A Proposal Narrative Development Program for Early-Career Faculty

OBJECTIVES/GOALS: Faculty pursuing their first independent research grants often struggle to express their ideas in a concise, compelling way. Thus, we developed the “Research and Scholarship Storytelling Bootcamp” to equip these faculty with narrative development skills applicable across disciplines and mechanisms. METHODS/STUDY POPULATION: Early-career researchers who were preparing either their first NIH R-series application or an NSF CAREER award proposal were invited to participate. Enrollment was limited to 20 participants. Those accepted learned the “And-But-Therefore” narrative framework by reading a short book and attending 4 synchronous lectures. Between sessions, they applied the framework by drafting abstracts and Specific Aims/Project Summary documents and reviewing their fellow participants’ work. We assessed participants' comfort with storytelling, perceptions of preparedness, and confidence regarding funding chances, before and after the program using a visual analog scale (max 100 points) and calculated Cohen’s d to evaluate the effect size of any changes. RESULTS/ANTICIPATED RESULTS: Thirty people applied for 20 slots, indicating strong demand. Eleven NIH applicants and 9 NSF applicants enrolled. Before the program, participants rated their comfort with storytelling at 45 ± 25, their preparedness at 39 ± 24, and their funding confidence at 39 ± 26. Nine total participants completed all sessions, assignments, and surveys. Completion rates were comparable for NIH- and NSF-targeting participants. After the program, completing participants reported increases in their comfort with storytelling (68 ± 14 post vs 32 ± 20 pre, d = 1.46), perceived preparedness (64 ± 20 post vs 48 ± 26 pre, d=0.58), and confidence in funding chances (56 ± 19 post vs 40 ± 27 pre, d=0.75). DISCUSSION/SIGNIFICANCE: This program was the first of its kind for multidisciplinary early-career faculty at our institution. The program successfully achieved its objectives for those who completed all activities. Future analysis of survey comments and proposal success rates will reveal barriers to full program engagement and opportunities for further training.

The use of digital tools and digital learning skills in multicultural higher education campuses during the Covid-19 crisis

ABSTRACT With the outbreak of the Covid-19 pandemic, Israel’s higher education institutions regrouped in ‘real time’ to continue teaching online. Based on a 2020 mixed-methods study comprising 639 Israeli students from various sectors, this article examined which digital tools and skills were used for learning during the Covid-19 crisis, and whether these tools and skills were suitable for students from various sectors with particular characteristics. It found that the most commonly used digital tools were synchronous lectures (about 80% via Zoom) and course websites (about 80%). No significant differences were found in the level of digital learning skill-use by sector. The most commonly used learning skills were: asking questions (~31%), expressing an opinion and taking a stand (~25%), finding and gathering information (~22%) and peer learning (~22%). The article’s findings indicate that despite cultural differences, a majority of students managed to deal with distance learning.

Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey

BackgroundNowadays, especially after the COVID-19 pandemic, electronic learning (eLearning) has become a necessity in education. eLearning can be either synchronous, where classes are conducted in real-time, or asynchronous, where students can access the class material at any time. Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students’ interactions during eLearning and their impacts on students’ academic achievements.MethodsA national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students’ performance and understanding.ResultsThis study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. Moreover, the students’ understanding was enhanced by recorded lectures (n = 1,093, 79.72%) and supportive multimedia (n = 1,037, 75.64%), and the easy to use platform (n = 1037, 75.64%).ConclusionThe synchronous modality of eLearning was the preferred teaching method among the medical students. However, multiple individual, technical, and environmental factors affected their interaction, performance, and understanding during these sessions. Hence, future interventional research is recommended to overcome interaction barriers and enhance student performance and understanding of eLearning.

Asynchronous lecture participation negatively predicts exam scores for females and students of color in an introductory physiology course during COVID-19.

In response to COVID-19, educators rapidly pivoted to new and innovative ways of delivering lecture material. The ability to host synchronous lectures on platforms like Zoom gave students continued access to classroom material in the face of an ongoing pandemic. The purpose of this study was to investigate the differences in exam scores between students attending a physiology class (PHSL3051) synchronously via Zoom or asynchronously by viewing recorded lectures posted after class. Students in PHSL3051 were evaluated with four unit exams and one cumulative final exam. Although pooled analysis of all students showed that synchronous lecture viewing positively predicted exam scores, this positive association was even larger when the data were analyzed by gender and ethnicity. For female-identified students and students of color (SOC), attending lectures synchronously was associated with average scores on every unit exam that were higher by 2.7-7.4 percentage points. Moreover, the greater a student's synchronous participation in the course throughout the semester, the better that student's performance on the cumulative final exam was likely to be. These data highlight the need to better understand how different groups of undergraduate students select and respond to different assessment methods used in the same course, which may have long-term effects on their overall performance at 4-year institutions.NEW & NOTEWORTHY This study examined the relationship between lecture attendance (synchronous or asynchronous) and exam scores throughout the semester. Although everyone in the course benefited from synchronous lecture attendance, our data indicated that students of color (SOC) and female-identified students benefited most. SOC and female-identified students who participated synchronously had even higher mean scores on all exams within the course compared with SOC and female-identified students who participated asynchronously by watching recordings of the same lectures.

Digital Divide Affects Oral and Dental Health Students’ Preferences during COVID-19 Outbreak: A Comparison of Distance and Face-to-face Education

Objective The digital divide is the gap between those who can access and use digital media and those who do not have easy access to it. Distance education started in dentistry education and all activities and applications conducted online during COVID-19 outbreak. However, the possible effects of the digital divide on learning processes were ignored in this process. This study aims to investigate how the digital divide effects disadvantaged dental health students’ preferences during COVID-19. Method We used a mixed method to investigate the results of the Likert-type items and open-ended questions. The study group who requires clinical training and has difficulties reaching the Internet and personal devices was selected as Oral and Dental Health students to investigate their preferences and opinions towards distance education and face-to-face education. Results The results showed the students, who require clinical skills in their education and are disadvantaged in terms of Internet and computer access, cannot embrace distance education. They are worried about finding a job after graduation due to the limited application of clinical skills. The most important positive aspect of distance education that its contribution to a feeling of safety and contributions to students’ economic situation. The most negative aspects of distance education are its difficulties for disadvantaged students and its limitations for clinical applications. Students suggested that interactions in synchronous lectures and the use of visual demonstrations should be increased. Conclusion In possible future pandemic and lockdown situations, educational institutions need to identify the digital divide between their students. Distance education requires good planning, training of instructors, and distribution of pre-class activities or offline materials for the students who have difficulties reaching Internet and computer access.

COMPETENCY-BASED MODEL FOR CONDUCTING DISTANCE ONLINE SYNCHRONOUS EDUCATION OF THE STUDENTS

This research examines the problem of training future primary school teachers and math teachers in the conditions of the Covid-19 crisis. Based on the conducted 3-year pedagogical research, the author developed a didactical competence model for giving online synchronous lectures and seminar exercises in the disciplines of Mathematics and Methodology of teaching mathematics. The universalized model can be used to form and develop the pedagogical and mathematical competences of future teachers, as well as to conduct online classes with secondary school students and high school students. The model has been utilized in three variants: using of MS Equation’s instruments, GeoGebra and OpenBoard. The competences acquired by the future teachers are described. A model to easily record quality math educational videos is proposed. It is concluded that traditional teaching methods should be applied, renewed, expanded and enriched with new technological means.

ASSESSMENT OF SYNCHRONOUS ONLINE ARCHITECTURE EDUCATION FROM STUDENTS’ PERSPECTIVE

This research aims to identify and investigate different dimensions and underlying factors influencing the successful implementation of e-Learning, from participants’ viewpoint, i.e. architecture students. To examine the constituents of an effective e-Learning experience in education, evaluation themes were formulated as overall substitutability level, cognitive performance, social interaction and engagement, student comprehension and comfort, personal preference, and learners’ satisfaction. Through literature survey and review of mostly referred factors affecting e-Learning efficiency, four dimensions were designated for further elaboration in this study: (i) course characteristics, (ii) participant characteristics, (iii) e-Learning environment, and (iv) prior acquaintance, with each category including several sub-measures. Survey method was employed and a questionnaire was administered to 122 architecture students at both undergraduate and graduate levels to investigate participant perspectives in reference to particular synchronous lectures delivered online. Out of ten potential influencing factors hypothesized, seven were verified to be critical determinants of e-Learning effectiveness in architectural education.

Comprehensive licensure review and adaptive quizzing assignments for enhancement of end-of-programme exit examination scores in Saudi Arabia: a quasi-experimental study

ObjectiveThis study explores the effectiveness of a comprehensive licensure review and adaptive quizzing assignments intervention in improving the performance of undergraduate senior nursing students on the end-of-programme exit exam.DesignA quasi-experimental...

Tangible Progress: Tools, Techniques, and Impacts of Teaching Web Development to Screen Reader Users

Despite a growing demand for Web Development and adjacent tech skills, there is a lack of accessible skills training for screen reader users. To address this gap, we developed tools and techniques to support screen reader users in learning web development. In this article, we describe our design, implementation, and evaluation of a nine-week web development workshop, designed to introduce screen reader users to HTML, CSS, and JavaScript. We taught the remote workshop using synchronous lectures followed by one-on-one time with Teaching Assistants (TAs) and included a resource-rich website, tactile diagrams, and discussion forum. We evaluated the effectiveness of our tools and the impact of the workshop during, immediately following, and one year after the workshop. At its conclusion, students demonstrated their knowledge of web development basics by creating and publishing their own websites; showed an increase in self-efficacy; and maintained a high level of interest in the subject. Participation also benefited TAs who reported increased confidence in understanding accessibility concepts, increased interest in pursuing work related to accessibility, and plans to apply what they learned. One year after the workshop, both students and TAs reported a lasting impact. Most notably, students had applied their understanding of design concepts, reported that the workshop helped them prepare for career changes or helped them in their current job functions, and that it gave them both the language and confidence to problem-solve web and accessibility issues. TAs felt that the workshop broadened their understanding of blind students’ abilities; especially when provided with accessible materials and tools, it gave them a better understanding of digital accessibility and assistive technologies, and they shared examples of how they continue to apply learnings and advocate for accessibility. Based on these findings, we recommend techniques and tools to support screen reader users’ learning web development, the inclusion of job-focused sub-topics, and suggestions for engaging with post-secondary institutions to pair service learning with tech skills training. We close with recommendations for implementing and adapting the workshop using our open-educational materials to expand the availability and breadth of accessible tech skills training and co-learning experiences for post-secondary students.

The enjoyable online learning model for vocational students during COVID-19 pandemic

<span lang="EN-US">The COVID-19 outbreak has forced all courses to be carried out online. This study aims to explain the characteristics of an enjoyable online learning model based on the platform, the content, and the learning strategy for vocational students. Data was collected using closed-ended and open-ended questionnaires which were responded to by 110 students in 2019/2020. The closed-ended questionnaire revealed the most preferred learning elements, and the open-ended questionnaire was to clarify their reasons. The data were arranged sequentially from the quantitative data to the qualitative data. The results of the study showed that: i) The preferred online platforms were Moodle, Google Meet, and WhatsApp. They like Moodle because the content is well structured, Google Meet is easily accessible, and WhatsApp is their daily routine application; ii) The learning content consists of two to three resources namely: 6-10 pages of papers, 11-15 pages PowerPoint, and 6-10 minutes videos. Too much content causes a heavy learning burden; iii) Most students preferred the blended learning strategy. The synchronous lectures for 60-75 minutes can motivate them because they can interact with lecturers and other students. Asynchronous lectures are more flexible that can be done anytime and anywhere so that the students become more independent in their learning.</span>

Exploring student experiences with a virtual learning environment in an apparel and textiles curriculum during the COVID-19 pandemic

ABSTRACT The purpose of this study was to explore how the new virtual learning environment has influenced apparel and textiles students’ learning experiences during the COVID-19 pandemic. The study aimed to explore 1) the positive and negative effects of the new virtual learning environment on academic learning, 2) students’ perceptions of online learning tools and 3) students’ perceptions in regard to their employment prospects after graduation and their career in the apparel industry. The results revealed that motivation was a major factor that influenced students to engage in learning in a virtual learning environment. Students found synchronous lectures, guest speakers, and recordings of synchronous lectures to be effective and enhance their sense of social belonging and their motivation. Students also perceived that the job market would be more competitive, and they were underprepared for employment. Suggestions are made for instructors to help increase students’ motivation to learn in a virtual environment.

Designing an Asynchronous Information Literacy Lecture to Change Learning Styles in ICT Utilization

With the development of information technology, various forms of lectures have been implemented in higher education institutions in addition to traditional face-to-face lectures, such as asynchronous and remote synchronous lectures. In recent years, various educational materials have become available on the Internet, allowing students to learn freely according to their interests. Consequently, we believe that it is necessary to respond to students' learning styles as students increasingly seek these materials and continuously learn on their own. In this paper, we conducted asynchronous lectures that prioritized student autonomy to promote self-directed learning and analyzed students’ learning activities. Furthermore, we gathered and analyzed the learning records of students who took this course during the latter semester to verify whether their learning styles were sustained. We report the results of this analysis.

Pedagogical impact during the pandemic of a virtual classroom with lightboard

Abstract: This paper analyzes the influence of a virtual classroom with a lightboard on the pedagogical impact generated in students of two synchronous engineering courses taught during the Covid 19 pandemic. A technology acceptance model analyzed the influence of the virtual classroom with lightboard, the central core of analysis being the students' learning satisfaction. The results show that the ease of receiving the lectures for students, the teacher's chosen methodology, and the support material positively influence the student's learning process. The lightboard supports all these influence factors, being a helpful tool for teachers. Also, in virtual lectures, it is relevant that the student has a good Internet connection, stable power supply, and other elements that allow him/her to participate in all synchronous lectures and develop asynchronous activities.

1303. Making Infectious Disease Fellowship More Rashional: A Needs Assessment of Program Directors

Abstract Background Many infectious diseases present with rashes. Despite this, limited data have been published regarding dermatology training in infectious disease (ID) fellowships. We aimed to understand the perceived importance, current effectiveness, and existence of dermatology curricula for ID fellows in the United States (US). Methods Over four weeks in March-April 2022, we emailed US ID fellowship program directors (PDs) individualized links to a Qualtrics survey. Up to two reminder emails were sent. Using NRMP Match Results and Data, we identified 151 PDs. Email addresses were found for 147 PDs. Descriptive data analysis was performed. This study was IRB exempt. Results Response rate was 91/147 (62%). Most PDs (79/91, 87%) felt like it was very-to-extremely important for ID fellows to know basic dermatologic manifestations of infections (Image 1), though 91% (82/90) felt that they were only slightly-to-moderately effective at preparing fellows for this (Image 2). Most (55/90; 61%) programs do not have a formal dermatology curriculum for their fellows. Lack of faculty capacity, lack of reliable resources, and other topics taking priority were most commonly selected as significant barriers to implementing a dermatology curriculum (Image 3). Of the programs that do not have a dermatology curriculum, 76% (41/54) of PDs were interested in incorporating an externally produced dermatology curriculum with synchronous lectures (81%), asynchronous content (78%), and flipped classroom guides (72%) being the most favored educational strategies. For programs that currently have a dermatology curriculum (35/90, 39%), 67% (22/33) of PDs felt their fellows found their current dermatology curriculum very-to-extremely valuable. Conclusion These data indicate that current ID training often does not include formal dermatology-ID training. This data, along with a planned focus group of fellows, will help inform the development of a dermatology-ID curriculum to help address this content gap and improve ID fellowship education. Disclosures All Authors: No reported disclosures.

Student and faculty perceptions of effectiveness of online teaching modalities

BackgroundWhen the COVID-19 pandemic forced colleges and universities to rapidly transition from face-to-face teaching to online teaching/learning environments, different instructional methods were employed to deliver course content and help students remain engaged in learning. With the transition back to the on-campus environment, select online teaching modalities may be effective in the face-to-face environment as well. While online and distance learning have been extensively studied, little research is available to guide faculty in using technologies designed for distance learning in the face-to face environment. PurposeThe purpose of this study was to determine pre-licensure baccalaureate nursing student and nursing faculty perceptions of the effectiveness of various online teaching modalities. MethodA mixed-methods study using a convenience sample of students and faculty at two universities was conducted. Students and faculty completed a researcher-developed survey to rate a variety of online teaching methods and technologies from a scale of one (not effective at all) through six (extremely effective). Participants also provided comments within the survey and in focus groups of randomly selected students and faculty. Surveyed items included modes of asynchronous and synchronous instruction, instructional technology, and instructional activities. ResultsThere were significant differences as well as similarities in student and faculty perceptions of effectiveness. Students demonstrated a clear preference for pre-recorded lectures, while faculty perceived synchronous lectures and assigned readings to be equally as effective as pre-recorded lectures. Synchronous activities such as case studies and student presentations were rated as more effective by faculty than by students. Both groups perceived instructional games, especially quiz games, as very or extremely effective. ConclusionsStudents were more engaged with instructional activities that they perceived as effective for learning. The results of this study will assist faculty in developing effective online and in-person instruction which will optimize the teaching/learning experience.

Comparison of the effectiveness and efficiency of various forms of distance learning - an experimental study

The aim of this paper is to compare various forms of distance learning in terms of the effectiveness and efficiency of teaching and their subjective evaluation by students. Three forms of remote teaching were analysed for the elective general university course in the winter semester of the 2020/2021 academic year: G1 – with all materials embedded on an e-learning platform for fully asynchronous learning – and with no live meetings, but specially prepared video tutorials replacing them, G2 – with materials embedded on an e-learning platform and lectures conducted synchronously through videoconferences (without video recordings), G3 – with materials embedded on an e-learning platform, synchronous lectures via video conferences and their recordings available afterwards. Final grades, a record of activity at the e-learning platform and the results of questionnaires collected from all participants of the course were taken into account when carrying out the statistical analysis. The analysis proved that the most effective form of learning (the lowest number of hours devoted to learning in order to pass the subject, as well as the percentage of students who completed the course) was the one applied in group G1. According to the opinions of the students, the highest level of satisfaction from the classes was recorded for group G2. The research brings various implications for practice or policy: for teachers interested in improving the effectiveness of their online teaching; for teachers preparing an intervention with the aim of improving students’ remote learning engagement and its quality; supporting teachers’ research engagement in the improvement of educational standards and systems; and learning planners can use these insights helpful in planning online learning projects.

Experiences Participating in Online Synchronous Lectures During COVID-19 Emergency Remote Teaching for First- and Non-First-Generation Students

Background: During the COVID-19 pandemic, emergency remote teaching (ERT) was implemented in the U.S., and some of the most vulnerable college students struggled to adapt. Purpose: The current study sought to understand the experiences and outcomes of undergraduate students enrolled in radiography programs while participating in synchronous online lectures during ERT, especially first-generation students. Specifically, this study focused on students who participated in class lectures that were taught online in a live and synchronous format due to COVID-19 stay-at-home orders. Methods: This study utilized a retrospective and longitudinal design where participants were asked to answer a series of questions retrospectively at two points in time with each question forming a pair. Survey participants were enrolled as students during ERT in 2020 through 2021 and participated in class lectures that were taught online in a live and synchronous format due to COVID-19 stay-at-home orders. Results: Wilcoxon Signed-Rank and Spearman Rank-Order tests suggest that ERT has affected the experiences and outcomes of students enrolled in radiography programs, with more pronounced negative effects for first-generation students. Conclusion and Recommendations: The researchers recommend yearly and preventative planning across three academic and administrative areas to include training, support, and technology as essential strategies for delivering remote education, specifically online synchronous lectures, in the context of ERT situations. Strategies in these three areas will keep the academic success of the most vulnerable and underserved college student populations at the forefront during emergency remote teaching scenarios.

ATTITUDES, PRACTICES, AND IMPACTS OF EDUCATION ON ORAL PATHOLOGY AND MEDICINE DURING COVID-19 PANDEMIC IN BRAZIL

ObjectivesThis study aims to evaluate the attitudes, practices, and effects of education in oral pathology and medicine during the COVID-19 pandemic in Brazil.Study DesignDental students and faculty members were invited to participate through an online questionnaire with 31 questions on agreement and frequency regarding the teaching and learning process before and during the COVID-19 pandemic.ResultsA total of 318 individuals involved in oral pathology and medicine education participated. Before the pandemic, discussion of clinical cases was the main teaching method (73%), and written exam (91%) was the main testing method. During the pandemic, remote synchronous lectures (77%) and individual assignments (69%) were applied. For the learning process, 53% totally disagree and 24% disagree that remote lectures are better than conventional ones. Undergraduate students have more difficulties in online access than lecturers (P < .0001), and students have a greater lack of self-reported interest when compared to lecturers (P < .0001).ConclusionsThere was a significant change in the attitudes and practices in teaching oral pathology and medicine. Thus, the effects on the professional training need to be considered as a factor that may reflect on clinical practice. In addition, there is a need for digital inclusion policies.

Teaching Coinciding Remote and In Person Systems Physiology Courses: Lessons Learned

In the fall 2021 semester, my university offered students the option of taking our 3‐credit Systems Physiology course, designed for juniors and seniors, remotely or in person. In charge of both versions of the course, I taught 330 remote and 63 in‐person students. Retention of students was 94% in the in‐person class (4/67 students withdrew during the semester) and 97% in the remote class (9/339 withdrew). My goal was for the students to learn the same content at the same time, so I could invite all students to office hour sessions and have exams on the same day. Online students listened to asynchronous lectures and met with me twice a week for 1 hour to go over those lectures. In person students did not have any required online listening but instead received course content via synchronous lectures. Three, 40‐question exams made up 45% of the grade. For all exams, I gave the in‐person students 70 minutes and the remote students 60 minutes, but remote students were allowed to use their book and notes, while in‐person students were not. The approach of how to assess the remote versus the in‐person students for each of the 3 exams was tricky, and I tried different strategies for each exam. For example, without telling the students, I gave all students the same exam for exam 2 (Cardiovascular &amp; Respiratory Systems), and the in‐person group averaged 68.2% and the remote group averaged 66.3%. With all assignments factored in, the overall class average for the in‐person students was 80.1% and for the remote students, 78.1%. There was a much larger range of grades in the remote course (17.8‐96.8%) compared to the in‐person course (52.0‐92.8%). 16 students (5%) failed the remote course compared to 1 student (1.5%) in the in‐person course. Ultimately, there are ways to teach Systems Physiology effectively and successfully both remotely and in‐person. However, in my fall 2021 case study, I witnessed slightly better outcomes for the students who took the course in person.