As many of you know now, the 2020 edition of the SIGCSE conference in Portland, OR was canceled last week due to the concern over the CoVID-19 spread. I was scheduled to present the results of my practicum study during the week, but didn’t get the opportunity to do so. Even before the official cancellation, I had changed my plans due to a bout with the flu and some other extenuating circumstances at home. As a result, I recorded my presentation and sent it off to the hosts of the conference so that they could play it during my scheduled time slot.
This, of course, didn’t happen; Unfortunate, but understandable. I didn’t want the opportunity to share the findings to go by the wayside. The paper itself is actually very relevant to teaching in our modern circumstance. With students off school and trying to learn remotely, the work that I had done to look at differences in self-regulated learning behaviors between face-to-face and MOOC learners could be quite useful!
The talk is here and hopefully not too dry (I was under the weather when it was recorded). The paper will also appear in the proceedings when they are formally released, and I have included the reference below. Hopefully the information about how help-seeking behavior relates to the transition between F2F and MOOC learning can help you think about how you might improve your own online teaching experiences!
Sands, P., & Yadav, A. (2020). Self-regulation for high school learners in a MOOC computer science course. Proceedings of the 2020 ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE ’20). ACM, New York, NY, USA, 845-851. doi: 10.1145/3328778.3366818