Since the beginning of the COVID-19 pandemic, universities worldwide have been faced with the challenges of shifting back and forth between face-to-face and remote education. Due to universities’ short notice closures, instructors and students had little time to prepare and adjust to these shifts. In this talk, I present the results of a study I conducted at the occasion of a course given online to a cohort of 248 senior bachelor students during the Fall term of 2020. Lectures and tutorials were delivered synchronously and recorded using Zoom videoconferencing platform. Assignments were created and managed on Moodle learning management system. The goal of my study is to answer the following two questions: 1) When and how do students engage with course materials? 2) How should instructors revise student assessment practices? To address these questions, I conduct a behavioral analysis of the data collected on Zoom and Moodle. My results show that not all students attend the synchronous lectures. They resort to the lecture recordings to make up for missed lectures and prepare the assignments and to the tutorial recordings to review for the exams. I identify that students work mostly individually and sometimes collectively as they meet randomly on campus. Less than 6% of the students are suspected of cheating toward completion of half of the assignments.
Prof. Promethée Spathis (Sorbonne Université, França)
Bio: Promethée Spathis is an Associate Professor of Computer Science in the Laboratoire d’Informatique de Paris 6 and a Member of the Faculty of Sciences at Sorbonne Université. He received his Ph.D. in Computer Science from Université Pierre et Marie Curie in 2003. He defended his Habilitation thesis in 2016. He is currently teaching the introduction course in Computer Networking for undergraduate students at Sorbonne Université and NYU Shanghai. He is also teaching a graduate course in Routing Protocols and Technologies at Sorbonne Université. He is interested in large-scale and self-assessment learning systems.