Honors College Thesis
 

The influences of remote learning on assessments and student engagement

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https://ir.library.oregonstate.edu/concern/honors_college_theses/6d570482t

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  • As a result of the COVID-19 pandemic, most colleges and universities around the world were forced to switch to remote learning. Many instructors were provided little guidance regarding how to restructure their courses for the remote classroom. The purpose of this study was to understand how the shift from in-person to remote learning influenced the assessment structure and knowledge assessed for several higher education faculty members in a variety of STEM disciplines. Further, this study aimed to gain an understanding of how these shifts may have influenced student engagement. Five instructors from a public land-grant research university and 5 instructors from a private research university with varying STEM disciplines were recruited to participate in semi-structured interviews. These instructors also provided syllabi and assessments from their courses delivered prior to COVID and during COVID. Of these, 2 courses were selected for side-by-side comparison over the shift from in-person to remote and back to in-person learning. Overall, it was determined that the structures for assessment that instructors chose to incorporate post-COVID were those that aligned with their own conceptions of knowledge in their field, the learning outcomes they identified for the course, and the knowledge assessed. As a result, remote learning prompted a constructive alignment among these instructors, in which the instruction and assessments were structured based on the intended course learning outcomes. Instructors measured student engagement based on how many students attended their office hours prior to an assessment, and attendance declined severely during remote learning. Instructors inferred that this shift in engagement was due to the abundance of resources available to students during remote assessments, but further research is warranted to gain a holistic understanding of engagement from the student perspective.
  • Keywords: Assessment, Remote Learning, Conceptions of Knowledge, Learning Outcomes
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