Assessing the Efficacy of Virtual Teaching versus Face-To-Face Instruction and the Dunning-Kruger Effect: A Ten-semester Comparative Analysis

Pit Ho Patrio Chiu; Ka Yan So; Kai Pan Mark

doi:10.1109/TALE56641.2023.10398352

Assessing the Efficacy of Virtual Teaching versus Face-To-Face Instruction and the Dunning-Kruger Effect: A Ten-semester Comparative Analysis

Pit Ho Patrio Chiu^*, Ka Yan So, Kai Pan Mark

^*Corresponding author for this work

Talent and Education Development Office

Research output: Chapters, Conference Papers, Creative and Literary Works › RGC 32 - Refereed conference paper (with host publication) › peer-review

2 Citations (Scopus)

Abstract

Virtual courses proliferated during the global Covid-19 pandemic. Universities offered synchronic online classes featuring real-Time interactions to engage students from a distance. As the pandemic has subsided, it is important to analyze and review the effectiveness of virtual teaching. This study examined the efficacy of virtual teaching as compared to face-To-face instruction over ten semesters, focusing on students' perceived learning experiences and academic outcomes. The findings revealed that while students indicated improved learning experiences in virtual teaching due to its flexibility and perceived effectiveness, their academic performance actually declined compared to face-To-face instruction. This discrepancy was attributed to the Dunning-Kruger Effect, as students in virtual learning environments tended to overestimate their competency due to insufficient self-Awareness and metacognitive skills when physically apart from their peers. The study suggested exploring the Hyflex model for course design which can integrate the best aspects of both virtual teaching and face-To-face instruction. © 2023 IEEE.

Original language	English
Title of host publication	2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)
Publisher	IEEE
Number of pages	7
ISBN (Electronic)	9781665453318
ISBN (Print)	9781665453325
DOIs	https://doi.org/10.1109/TALE56641.2023.10398352
Publication status	Published - Nov 2023
Event	11th IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE 2023) - Auckland, New Zealand Duration: 28 Nov 2023 → 1 Dec 2023

Publication series

Name	IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE - Conference Proceedings

Conference

Conference	11th IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE 2023)
Abbreviated title	IEEE TALE 2023
Place	New Zealand
City	Auckland
Period	28/11/23 → 1/12/23

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Research Keywords

dunning-kruger effect
hyflex learning
online learning
virtual teaching

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10.1109/TALE56641.2023.10398352

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Chiu, P. H. P., So, K. Y., & Mark, K. P. (2023). Assessing the Efficacy of Virtual Teaching versus Face-To-Face Instruction and the Dunning-Kruger Effect: A Ten-semester Comparative Analysis. In 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) (IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE - Conference Proceedings). IEEE. https://doi.org/10.1109/TALE56641.2023.10398352

Chiu, Pit Ho Patrio ; So, Ka Yan ; Mark, Kai Pan. / Assessing the Efficacy of Virtual Teaching versus Face-To-Face Instruction and the Dunning-Kruger Effect : A Ten-semester Comparative Analysis. 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2023. (IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE - Conference Proceedings).

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title = "Assessing the Efficacy of Virtual Teaching versus Face-To-Face Instruction and the Dunning-Kruger Effect: A Ten-semester Comparative Analysis",

abstract = "Virtual courses proliferated during the global Covid-19 pandemic. Universities offered synchronic online classes featuring real-Time interactions to engage students from a distance. As the pandemic has subsided, it is important to analyze and review the effectiveness of virtual teaching. This study examined the efficacy of virtual teaching as compared to face-To-face instruction over ten semesters, focusing on students' perceived learning experiences and academic outcomes. The findings revealed that while students indicated improved learning experiences in virtual teaching due to its flexibility and perceived effectiveness, their academic performance actually declined compared to face-To-face instruction. This discrepancy was attributed to the Dunning-Kruger Effect, as students in virtual learning environments tended to overestimate their competency due to insufficient self-Awareness and metacognitive skills when physically apart from their peers. The study suggested exploring the Hyflex model for course design which can integrate the best aspects of both virtual teaching and face-To-face instruction. {\textcopyright} 2023 IEEE.",

keywords = "dunning-kruger effect, hyflex learning, online learning, virtual teaching",

author = "Chiu, {Pit Ho Patrio} and So, {Ka Yan} and Mark, {Kai Pan}",

year = "2023",

month = nov,

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isbn = "9781665453325",

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booktitle = "2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)",

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Chiu, PHP, So, KY & Mark, KP 2023, Assessing the Efficacy of Virtual Teaching versus Face-To-Face Instruction and the Dunning-Kruger Effect: A Ten-semester Comparative Analysis. in 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE - Conference Proceedings, IEEE, 11th IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE 2023), Auckland, New Zealand, 28/11/23. https://doi.org/10.1109/TALE56641.2023.10398352

Assessing the Efficacy of Virtual Teaching versus Face-To-Face Instruction and the Dunning-Kruger Effect: A Ten-semester Comparative Analysis. / Chiu, Pit Ho Patrio; So, Ka Yan; Mark, Kai Pan.
2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2023. (IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE - Conference Proceedings).

Research output: Chapters, Conference Papers, Creative and Literary Works › RGC 32 - Refereed conference paper (with host publication) › peer-review

TY - GEN

T1 - Assessing the Efficacy of Virtual Teaching versus Face-To-Face Instruction and the Dunning-Kruger Effect

T2 - 11th IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE 2023)

AU - Chiu, Pit Ho Patrio

AU - So, Ka Yan

AU - Mark, Kai Pan

PY - 2023/11

Y1 - 2023/11

N2 - Virtual courses proliferated during the global Covid-19 pandemic. Universities offered synchronic online classes featuring real-Time interactions to engage students from a distance. As the pandemic has subsided, it is important to analyze and review the effectiveness of virtual teaching. This study examined the efficacy of virtual teaching as compared to face-To-face instruction over ten semesters, focusing on students' perceived learning experiences and academic outcomes. The findings revealed that while students indicated improved learning experiences in virtual teaching due to its flexibility and perceived effectiveness, their academic performance actually declined compared to face-To-face instruction. This discrepancy was attributed to the Dunning-Kruger Effect, as students in virtual learning environments tended to overestimate their competency due to insufficient self-Awareness and metacognitive skills when physically apart from their peers. The study suggested exploring the Hyflex model for course design which can integrate the best aspects of both virtual teaching and face-To-face instruction. © 2023 IEEE.

AB - Virtual courses proliferated during the global Covid-19 pandemic. Universities offered synchronic online classes featuring real-Time interactions to engage students from a distance. As the pandemic has subsided, it is important to analyze and review the effectiveness of virtual teaching. This study examined the efficacy of virtual teaching as compared to face-To-face instruction over ten semesters, focusing on students' perceived learning experiences and academic outcomes. The findings revealed that while students indicated improved learning experiences in virtual teaching due to its flexibility and perceived effectiveness, their academic performance actually declined compared to face-To-face instruction. This discrepancy was attributed to the Dunning-Kruger Effect, as students in virtual learning environments tended to overestimate their competency due to insufficient self-Awareness and metacognitive skills when physically apart from their peers. The study suggested exploring the Hyflex model for course design which can integrate the best aspects of both virtual teaching and face-To-face instruction. © 2023 IEEE.

KW - dunning-kruger effect

KW - hyflex learning

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DO - 10.1109/TALE56641.2023.10398352

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AN - SCOPUS:85184990290

SN - 9781665453325

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PB - IEEE

Y2 - 28 November 2023 through 1 December 2023

ER -

Chiu PHP, So KY, Mark KP. Assessing the Efficacy of Virtual Teaching versus Face-To-Face Instruction and the Dunning-Kruger Effect: A Ten-semester Comparative Analysis. In 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE. 2023. (IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE - Conference Proceedings). doi: 10.1109/TALE56641.2023.10398352

Assessing the Efficacy of Virtual Teaching versus Face-To-Face Instruction and the Dunning-Kruger Effect: A Ten-semester Comparative Analysis

Abstract

Publication series

Conference

UN SDGs

Research Keywords

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