Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.

Authors

João Monge , Assistant Professor at ISTECAntónio Raimundo , Phd Student in ISCTEPedro Ramos Brandao - Coordinator Professor at ISTEC

Media

PDF

To cite this article

João Monge, António Raimundo, Pedro Ramos Brandao, Online Teaching: An Easy and Smooth Transition from Traditional Classes to a Virtual Environment in Computer Science Courses DOI: 10.31112/kriativ-tech-2020-08-44

Abstract

The current Pandemic has brought new challenges regarding the transformation of classroom presence into a virtual environment. This transition, despite being the only solution for a fast and strong commitment to the continuity of teaching, was somewhat difficult for some students, teachers and educational institutions. However, this transition was not difficult for everyone. Computer science-based courses, when compared to other courses, have not suffered the same consequence, due to teachers and students are somewhat used to working with 100% online work tools, given the nature of the course and the curricular units that comprise it. This article is intended to demonstrate through practical examples that the transition to the virtual environment, to computer science-based courses, was smooth and quick to adapt by all involved.

Keywords

Online teaching, traditional classes, virtual environment, computer science, online tools, frameworks, learning management systems (LMS).

References

[1]Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (2020). Teaching, technology, and teacher education during the COVID-19 Pandemic: Stories from the field. Waynesville, NC, USA: Association for the Advancement of Computing in Education (AACE).[2]Torres, A., Domańska‐Glonek, E., Dzikowski, W., Korulczyk, J., & Torres, K. (2020). Transition to on‐line is possible: solution for simulation‐based teaching during Pandemic. Medical education.[3]Danjou, P. E. (2020). Distance Teaching of Organic Chemistry Tutorials During the COVID-19 Pandemic: Focus on the Use of Videos and Social Media. Journal of Chemical Education.[4]Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic.[5]Fox, M. F., Werth, A., Hoehn, J. R., & Lewandowski, H. J. (2020). Teaching labs during a pandemic: Lessons from Spring 2020 and an outlook for the future. arXiv preprint arXiv:2007.01271.[6]Blackboard Learn | Blackboard.com. (2020). Retrieved September 2 2020, from https://www.blackboard.com/teaching-learning/learning-management/blackboard-learn[7]Moodle - Open-source learning platform | Moodle.org. (2020). Retrieved September 1 2020, from https://moodle.org[8]Classroom: manage teaching and learning | Google for Education. (2020). Retrieved September 1 2020, from https://classroom.google.com[9]Video Conferencing, Web Conferencing, Webinars, Screen Sharing. (2020). Retrieved September 1 2020, from https://zoom.us[10]Google Meet. (2020). Retrieved September 1 2020, from https://meet.google.com[11]Video Conferencing, Online Meetings, Screen Share | Cisco Webex. (2020). Retrieved September 2 2020, from https://www.webex.com[12]GitHub Classroom. (2020). Retrieved September 1 2020, from https://classroom.github.com/