![]() ![]() The problems and their solutions are likely more complex and reaching deeper-the pandemic may have simply brought some existing inconsistencies in the 21st-century higher-education system to the surface, particularly when it comes to lecturing (Vlachopoulos & Jan, 2020).Īn immediate question is how student choices regarding attendance may have influenced performance in the subsequent exam session. There are also serious concerns about loneliness, depression, anxiety, and procrastination that need to be addressed (Wang et al., 2020 Pelikan et al., 2021 Copeland et al., 2021 Tasso et al., 2021 Amendola et al., 2021 Buizza et al., 2022), which are consistent with a survey on student well-being conducted at ETH Zurich at the height of the pandemic. There might be some justification for that: both students and faculty who knew the university before COVID-19 bemoan the loss of campus culture, and there are certainly cross-disciplinary and social competencies that were implicit in higher education, such as scientific discourse, self-presentation, teamwork, conflict resolution, etc., which may not be fostered anymore when purely focussing on the explicit curriculum of teaching and transmitting facts, methods, and concepts. A preliminary “finding” of this experiment is that many faculty members report that live-lecture attendance has decreased-some faculty members even go so far as to demand that streaming, video conferencing, and recording should be discontinued, “now that the pandemic is over,” to force students to return to campus. The educational experiment starts now, as the impact of this flexibility can be investigated in more controlled settings. “Disruption” might be a more fitting characterization of what was essentially an emergency response, and in the aftermath of this disruption, increased flexibility in attendance and delivery modes of education will become the “new normal” (Kortemeyer, 2020 Schapiro, 2021 Hofer et al., 2021). This might be a misnomer, since “experiment” implies some sort of controlled conditions, while arguably, educational settings were largely controlled by fluctuating, external factors. The COVID-19 pandemic has occasionally been viewed as one of the biggest experiments in education (Thomas & Rogers, 2020 Dunrong & Jin, 2020). The results of the analysis may be key to answering why at many universities, faculty report that live-lecture attendance has decreased more strongly than expected with the availability of new, virtual attendance modes. We also found some indications that performance differences might be larger for interactive-engagement courses. We found only minute differences with respect to exam performance, but the analysis indicates distinctly different preferences and constraints in taking advantage of learning opportunities. In addition, conditional attributes and free-response statements were analyzed, and the students’ exam grades were retrieved to gauge their performance. A total of 27 learner attributes and their relationships were investigated. ![]() At the subsequent exam session, over 17,000 student-survey responses were collected regarding attendance choices, learning behavior, interest in the course, perception of the exam, and recommendations to future students. As a consequence of the COVID-19 pandemic, most courses at a large technical university were adapted so that students had a free choice of whether to attend lectures on-site or online in addition, in many courses, lecture recordings were available. ![]()
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