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The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community / Tom Crick, Cathryn Knight, Richard Watermeyer, Janet Goodall

United Kingdom & Ireland Computing Education Research conference, Pages: 31 - 37

Swansea University Authors: Tom Crick, Cathryn Knight, Janet Goodall

DOI (Published version): 10.1145/3416465.3416472

Abstract

The COVID-19 pandemic has imposed "emergency remote teaching" across education globally, leading to the closure of institutions across a variety of settings, from early-years through to higher education. This paper looks specifically at the impact of these changes to those teaching the dis...

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Published in: United Kingdom & Ireland Computing Education Research conference
ISBN: 9781450388498
Published: New York, NY, USA ACM 2020
URI: https://cronfa.swan.ac.uk/Record/cronfa55012
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spelling 2020-09-22T12:58:26.9175063 v2 55012 2020-08-18 The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false e43d033fc7f2ccc9317c49df10b9b7bb 0000-0002-7574-3090 Cathryn Knight Cathryn Knight true false ff88a186bd447a1af286d2468fc61688 0000-0002-0172-2035 Janet Goodall Janet Goodall true false 2020-08-18 EDUC The COVID-19 pandemic has imposed "emergency remote teaching" across education globally, leading to the closure of institutions across a variety of settings, from early-years through to higher education. This paper looks specifically at the impact of these changes to those teaching the discipline of computer science in the UK. Drawing on the quantitative and qualitative findings from a large- scale survey of the educational workforce (N=2,197) conducted in the immediate aftermath of institutional closures in March 2020 and the shift to online delivery, we report how those teaching computer science in various UK settings (n=214) show significantly more positive attitudes towards the move to online learning, teaching and assessment than those working in other disciplines; these perceptions were consistent across schools, colleges and higher education institutions. However, whilst practitioners noted the opportunities of these changes for their respective sector — especially a renewed focus on the importance of digital skills — they raised a number of generalisable concerns on the impact of this shift to online on their roles, their institutions and their sectors as a whole; for example, the impact on workload, effective pedagogy and job fragility. More specifically for computer science practitioners, curricula and qualifications, there were concerns raised regarding the ability to meaningfully deliver certain core topics such as mathematical foundations and programming, as well as the impact on various types of formal examinations and assessment. Based on the data obtained from this rapid response survey, we offer informed commentary, evaluation and recommendations for emerging learning and teaching policy and practice in the UK computer science community as we move into the 2020-2021 academic year and beyond. Conference Paper/Proceeding/Abstract United Kingdom & Ireland Computing Education Research conference 31 37 ACM New York, NY, USA 9781450388498 COVID-19, emergency remote teaching, practitioner perceptions, pedagogy, assessment, curriculum, computer science education 3 9 2020 2020-09-03 10.1145/3416465.3416472 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2020-09-22T12:58:26.9175063 2020-08-18T15:55:31.2316114 College of Arts and Humanities School of Education Tom Crick 0000-0001-5196-9389 1 Cathryn Knight 0000-0002-7574-3090 2 Richard Watermeyer 3 Janet Goodall 0000-0002-0172-2035 4 55012__17980__387760573b1f47ba8585a9e9122f579a.pdf UKICER2020.pdf 2020-08-18T15:59:59.5609071 Output 579658 application/pdf Accepted Manuscript true true English
title The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community
spellingShingle The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community
Tom, Crick
Cathryn, Knight
Janet, Goodall
title_short The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community
title_full The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community
title_fullStr The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community
title_full_unstemmed The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community
title_sort The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
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author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom, Crick
e43d033fc7f2ccc9317c49df10b9b7bb_***_Cathryn, Knight
ff88a186bd447a1af286d2468fc61688_***_Janet, Goodall
author Tom, Crick
Cathryn, Knight
Janet, Goodall
author2 Tom Crick
Cathryn Knight
Richard Watermeyer
Janet Goodall
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description The COVID-19 pandemic has imposed "emergency remote teaching" across education globally, leading to the closure of institutions across a variety of settings, from early-years through to higher education. This paper looks specifically at the impact of these changes to those teaching the discipline of computer science in the UK. Drawing on the quantitative and qualitative findings from a large- scale survey of the educational workforce (N=2,197) conducted in the immediate aftermath of institutional closures in March 2020 and the shift to online delivery, we report how those teaching computer science in various UK settings (n=214) show significantly more positive attitudes towards the move to online learning, teaching and assessment than those working in other disciplines; these perceptions were consistent across schools, colleges and higher education institutions. However, whilst practitioners noted the opportunities of these changes for their respective sector — especially a renewed focus on the importance of digital skills — they raised a number of generalisable concerns on the impact of this shift to online on their roles, their institutions and their sectors as a whole; for example, the impact on workload, effective pedagogy and job fragility. More specifically for computer science practitioners, curricula and qualifications, there were concerns raised regarding the ability to meaningfully deliver certain core topics such as mathematical foundations and programming, as well as the impact on various types of formal examinations and assessment. Based on the data obtained from this rapid response survey, we offer informed commentary, evaluation and recommendations for emerging learning and teaching policy and practice in the UK computer science community as we move into the 2020-2021 academic year and beyond.
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