From face-to-face to online learning: performance and perceptions in a computer organization and architecture course

• C. Margi ^[1] ; R. Silveira ^[1]
  1. [1] Universidade de São Paulo

     Universidade de São Paulo

     Brasil

     
• Localización: EDULEARN22 Proceedings: 14th International Conference on Education and New Learning Technologies (July 4th-6th, 2022, Palma, Spain) / coord. por Luis Gómez Chova, Agustín López Martínez, Joanna Lees, 2022, ISBN 978-84-09-42484-9, págs. 2026-2033
• Idioma: inglés
• Enlaces
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• Resumen

  • In this paper, we explore the didactic experiences in the undergraduate course "Computer Organization and Architecture", comparing methodology and results before and in the pandemic period. In fact, Computer Engineering at Escola Politécnica da Universidade de São Paulo teaches two courses on the subject being "Computer Organization and Architecture I" on the third year and "Computer Organization and Architecture II" on the fourth year. So we include information and discussion about both courses.We briefly review how was the experience before 2020, describing how the teaching-learning methodology evolved as well as scores of the classes and student feedback. Then we present how the course was implemented in the online version, leveraging the experiences from the face-to-face time. We then present information concerning the two times the course was offered, such as the class score and student feedback, in order to discuss tradeoffs, differences and similarities from both modes.We also bring information concerning the support platforms that were used:(i) the LMS Ae (Learning Management System Ae), which offers asynchronous functions such as content repository, agenda, classes, activities, notices, wiki, exercises, statistics;(ii) the eAulas platform, a repository of video on demand recorded lessons that provides video access statistics functionality; and(iii) the Zoom Meeting for synchronous interaction between teacher-student and student-student. Both the LMS Ae and eAulas are solutions developed at our university and they are fully integrated to the institutional administrative system.Statistics concerning students patterns accessing asynchronous and synchronous materials captured from eAulas and LMS Ae are presented and discussed, as well as students' behavior and their difficulties.