Virtual versus In-Person Case-Based Learning for Lower Year Courses in Engineering Technology Education

Abstract

The coronavirus (COVID-19) global pandemic resulted in shifting student learning from an in-person format to an online-based learning environment to ensure the safety of both students and staff. As the government-imposed lockdowns are lifted with the pandemic coming to an end, institutions evaluate whether to continue providing a virtual e-based learning or offer a hybrid learning platform for courses. Thus, this suggests the need to evaluate the effectiveness of online learning as compared to in-person learning, and even more so, how the format of delivery affects active learning strategies including case-based learning (CBL). This study compares the effectiveness of online CBL and in-person CBL in two different undergraduate engineering technology courses offered at McMaster University. The two courses were initially conducted virtually but were switched to the in-person format in the middle of the semester with the university having re-opened, providing the students with a better distinction between the two formats. At the end of the semester, the students in both courses were asked to provide their perceptions on the effect of CBL on their analytical skills (critical thinking and problem-solving), interpersonal skills (communication and teamwork), real-life technical skills, learning experience, self-confidence and performance, and deeper conceptual understanding via an anonymous survey. The survey results demonstrated a high positive response for the in-person CBL, whereas the virtual CBL included varying responses throughout the five-point grading scale. The results obtained from the survey imply that students were more perceptive of the positive effects of the in-person CBL, compared to the virtual CBL. Furthermore, the responses were similar for the two different courses, complying with the trend of favouring the face-to-face CBL format.