Remote Knowledge Acquisition and Assessment during the COVID-19 Pandemic

What is it about?

This article presents a qualitative and quantitative assessment of the tools that have been put in place, in the context of the current global health crisis (COVID-19), with the aim of ensuring quality and continuity in higher education pedagogy. Feedback was provided through an assessment of students’ knowledge and skills. To this end, several groups of about ten students in the field of electronic and electrical engineering in France were followed over the course of several months. These groups of engineering students participated in three technical courses and one mathematics course. The objective was to discuss the evaluation of the knowledge and skills acquired by the students at a distance. To this end, using classes of equivalent size, we compared the distributions of student results obtained through face-to-face and distance education courses. Finally, the feelings of these student groups were analyzed at the end of the set distance learning period. The ultimate aim of this article is not to extol the virtues of distance education, but to open up a debate and reflect on the sustainable and widely accepted transformation of teaching in universities.

Featured Image

Photo by Elena Mozhvilo on Unsplash

Photo by Elena Mozhvilo on Unsplash

Why is it important?

This paper makes a significant contribution to the following current issues in terms of synchronous distance learning during the COVID-19 pandemic: - How can we ensure that the knowledge presented through a distance learning course is of sufficient quality? - How can we make the distance learning process as smooth as possible for all parties involved (i.e., students and teachers)? In particular, we feel that it is essential to take into account the issue of the digital divide, given the large number of students who do not necessarily have access to adequate computer equipment (e.g., differences in computer equipment, how best to take individual disabilities into account, etc.). - What are the best tools to assess knowledge and skills acquired at a distance and how can we ensure their relevance? For example, the organization of knowledge tests and examinations can be a real headache because of the need to choose appropriate assessment methods and numerical tools.

Perspectives