Undergraduate Student Performance in a Structural Analysis Course
Continuous Assessment before and after the Covid-19 Outbreak
Bibliographic Data
| ID | 22047653 |
|---|---|
| Authors | César De Santos-Berbel (0000-0001-9686-8872, Universidad Politécnica de Madrid, corresponding author), José Ignacio Hernando García (Universidad Politécnica de Madrid), Laura De Santos Berbel (C.E.I.P. Simón de Colonia, 09400 Aranda de Duero, Spain) |
| Year | 2022 |
| Volume | 12 |
| Issue | 8 |
| Pages | 561 |
| Publication date | 2022-08-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12080561 |
| OpenAlex | W4293790375 |
| Language | EN |
| Citations received | 4 |
| References cited | 35 |
The COVID-19 pandemic situation in 2020 forced educational institutions worldwide to fully adopt online learning for both teaching and assessment. However, this change may lead to less satisfactory learning outcomes, if the online technologies used have not been adequately applied. This study compares student engagement and performance through online continuous assessment in a one-semester structural analysis course for undergraduate architecture students before and after the pandemic outbreak. Online continuous assessment assignments had already been deployed and validated in the course evaluation system before the outbreak, and they were further leveraged during the online course. These assignments consisted of three weekly Moodle questionnaires throughout each of the fifteen course weeks, which determined the continuous assessment score. More than 200 students participated in each period. The results showed that shifting to online education affected continuous assessment outcomes very little in terms of participation rates and student performance. The possible underlying causes for the slight differences found between the two academic years are also discussed. The results highlight the robustness of the continuous assessment method used and emphasize the importance of having developed and validated online learning procedures to broach learning activities if contingency situations are required
Blended Learning · Continuous assessment · Distance education · Educational technology · Mathematics education · Medical education · Multimedia · Online course · Online learning · Pandemic · Computer Science · Engineering Education and Curriculum Development · Experimental Learning in Engineering · Medicine · Problem and Project Based Learning · Psychology
Distance learning using artificial intelligence
Impact of E-Learning Orientation, Moodle Usage, and Learning Planning on Learning Outcomes in On-Demand Lectures
H5P-Based Matching Game for Training Graphs of Internal Forces in Structural Analysis
Experimental Testing and Didactic Observation of the Collapse of Scaled Brick Structures Built with Traditional Techniques
Transitioning to E-Learning during the Covid-19 pandemic
Learning‐oriented assessment
Covid-19 Outbreak
Teaching Online during the Covid-19 Pandemic
A Survey Study on U.S. College Students’ Learning Experience in Covid-19
E-Learning Critical Success Factors during the Covid-19 Pandemic
The Covid-19 Pandemic
Student perceptions of continuous summative assessment
The Outbreak of the Covid-19 Pandemic and its Social Impact on Education
Modelling the long-run learning impact of the Covid-19 learning shock
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |