Pandemic pedagogy: Evaluating remote education strategies during COVID-19

Abstract

The COVID-19 pandemic triggered an unprecedented transformation in the educational landscape, requiring universities to swiftly pivot from in-person to online instruction. This rapid transition left many educators navigating the complexities of remote teaching for the first time. Now that we have moved past the pandemic, we present a critical retrospective study to analyze and assess the remote teaching practices employed during this challenging period. By conducting a cross-sectional analysis of 300 computer science students who experienced a full year of online education during the lockdown, we discovered that while remote teaching practices had a moderate impact on learning outcomes, they significantly influenced student satisfaction. Importantly, these trends were not isolated; they reflect a shared experience across various demographics, including country, gender, and educational background. This research delivers vital evidence-based recommendations that can guide educational strategies in the event of future challenges. By applying these insights, we can enhance both student satisfaction and the effectiveness of learning in online settings, ensuring that we are better prepared for whatever lies ahead.