Insights for post-pandemic pedagogy across one CS department

TL;DR

This study examines lessons learned from remote instruction during the pandemic in a large U.S. CS department, offering insights and recommendations for effective remote and hybrid teaching practices.

Contribution

It provides a detailed case study of pedagogical adaptations and stakeholder perspectives in remote CS education during COVID-19, with practical recommendations.

Findings

Effective instructional structuring for remote students

Assessment methods for remote learning

Support strategies for student-initiated activities

Abstract

Adaptive remote instruction has led to important lessons for the future, including rediscovery of known pedagogical principles in new contexts and new insights for supporting remote learning. Studying one computer science department that serves residential and remote undergraduate and graduate students, we conducted interviews with stakeholders in the department (n=26) and ran a department-wide student survey (n=102) during the four academic quarters from spring 2020 to spring 2021. Our case study outlines what the instructors did, summarizes what instructors and students say about courses during this period, and provides recommendations for CS departments with similar scope going forward. Specific insights address: (1) how instructional components are best structured for students; (2) how students are assessed for their learning; and (3) how students are supported in student-initiated components of learning. The institution is a large U.S. research university that has a history of online programs including online enrollment in regular on-campus courses and large-scale open enrollment courses. Our recommendations to instructors across the scope of this department may also be applicable to other institutions that provide technology-supported in-person instruction, remote enrollment, and hybrid courses combining both modalities.