Mind the Gap: Reimagining an Interactive Programming Course for the Synchronous Hybrid Classroom

TL;DR

This paper presents an approach to adapt an interactive programming course for synchronous hybrid classrooms, using Slack and a semi-flipped model to enhance engagement and reduce fatigue, based on student feedback and experience.

Contribution

It introduces a novel hybrid teaching method combining Slack and semi-flipped lessons to address engagement gaps and fatigue in hybrid programming courses.

Findings

Improved student engagement through Slack-based participation

Reduced Zoom fatigue with shorter, video-based lessons

Positive student feedback on hybrid teaching approach

Abstract

COVID-19 has significantly affected universities, forcing many courses to be delivered entirely online. As countries bring the pandemic under control, a potential way to safely resume some face-to-face teaching is the synchronous hybrid classroom, in which physically and remotely attending students are taught simultaneously. This comes with challenges, however, including the risk that remotely attending students perceive a 'gap' between their engagement and that of their physical peers. In this experience report, we describe how an interactive programming course was adapted to hybrid delivery in a way that mitigated this risk. Our solution centred on the use of a professional communication platform - Slack - to equalise participation opportunities and to facilitate peer learning. Furthermore, to mitigate 'Zoom fatigue', we implemented a semi-flipped classroom, covering concepts in videos and using shorter lessons to consolidate them. Finally, we critically reflect on the results of a student survey and our own experiences of implementing the solution.