Comparison of conventional and digital lectures and examinations with respect to the conditions after COVID-19 period – an example for a bachelor lecture on textile finishing

Authors

DOI:

https://doi.org/10.25367/cdatp.2023.4.p284-293

Abstract

Due to the appearance of COVID-19, many lectures and examinations at universities are forced to digital formats. In the first post-pandemic semester again, the change from digital to conventional lectures was demanded. By this background the question arises, what is the better format for lecture and exam – digital or conventional? This question is discussed on the example of a bachelor lecture on textile finishing for the time period from 2019 to 2023. The combination of digital lecture and digital exam leads to strong participation numbers and by this to more successfully passing students. If the exam is done as conventional written text, the influence if the lecture is digital or conventional is weak. Also, the numbers of passing students or the finally achieved mark are mainly not dependent on the type of lecture format. Finally, it can be state that a digital lecture is more successful if there are also digital parts in the examination. Also, the return to conventional lectures and exams after the pandemic period is possible without influencing the student performance compared to pre-pandemic situation.

References

Schwarz, M.; Scherrer, A.; Hohmann, C.; Heiberg, J.; Brugger, A.; Nunez-Jimenez, A. COVID-19 and the academy: It is time for going digital. Energy Research & Social Science 2020, 68, 101884. DOI: doi.org/10.1016/j.erss.2020.101684.

Pastore, C.M.; Kyosev, Y.; Fassihi, F.A.; Flax, B. Textile education during the 2020 pandemic: experiences in US, South Africa and Germany. Communications in Development and Assembling of Textile Products – CDATP 2020, 2, 18-33. DOI: 10.25367/cdatp.2021.2.p18-33.

Zawacki-Richter, O. The current state and impact of Covid-19 on digital higher education in Germany. Hum. Behav. & Emeg. Tech. 2021, 3, 218-226. DOI: 10.1002/hbe2.238.

Grethe, T.; Mahltig, B. Alternative Prüfungsformen im Sommersemester 2020. Die Neue Hochschule DNH 2020, 06-2020, 42-45.

Wardana, L.A.; Rulyansah, A.; Izzuddin, A.; Nuriyanti, R. Integration of Digital and Non-digital Learning Media to Advance Life Skills of Elementary Education Students Post Pandemic Covid-19. Pegem Journal of Education and Instruction 2022, 13, 211-22. DOI: 10.47750/pegegog.13.01.23.

Mahltig, B. Conversion of a conventional to a digital lecture under the conditions of Covid19 – an example from a bachelor lecture on finishing, dyeing & printing. Communications in Development and Assembling of Textile Products – CDATP 2021, 2, 173-186. DOI: 10.25367/cdatp.2021.2.p173-186.

Wardman, R.H. An Introduction to Textile Coloration; John Wiley & Sons Ltd., Hoboken, 2018.

Mahltig, B.; Rabe, M.; Muth, M. Textiles, Dyeing, and Finishing. Kirk-Othmer Encyclopedia of Chemical Technology, 2019, 1–35. DOI: 10.1002/0471238961.0609140903011201.a01.pub2.

Mahltig, B. Textile study courses – evaluation of student performance over one complete decade. Communications in Development and Assembling of Textile Products – CDATP 2022, 3, 212-225. DOI: 10.25367/cdatp.2022.3.p212-225

Results from student evaluation. The ranking is shown from 1 to 4, with 1 as the best ranking

Downloads

Published

2023-12-02

How to Cite

Mahltig, B. (2023). Comparison of conventional and digital lectures and examinations with respect to the conditions after COVID-19 period – an example for a bachelor lecture on textile finishing. Communications in Development and Assembling of Textile Products, 4(2), 284–293. https://doi.org/10.25367/cdatp.2023.4.p284-293

Issue

Section

Peer-reviewed articles