How effective are online teaching activities? A use case study in Higher Education

Abstract

The COVID-19 pandemic stresses the necessity of using innovative learning technologies based on on-line activities. But, the efficient integration of new techniques lacks standard guidelines and available studies sometimes have conflicting results. To tackle this issue, this paper analyzes the impact of the incorporation of on-line activities in a third year computer science course. A comprehensive, easily reproducible methodology is employed, from design to final data-driven evaluation. The experimental results are analysed statistically to explore the relationship between behavioural and cognitive quantitative learning indicators considering both the short-term and long-term learning process. Our study suggests that for the short-term learning process, the more time students spend training in the activities, the better grades they receive. Surprisingly, we have not found the same evidence for long-term learning.