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

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

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Author(s)

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

Related Research Unit(s)

Detail(s)

Original languageEnglish
Title of host publication2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)
PublisherInstitute of Electrical and Electronics Engineers, Inc.
Number of pages7
ISBN (electronic)9781665453318
ISBN (print)9781665453325
Publication statusPublished - Nov 2023

Publication series

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

Conference

Title11th IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE 2023)
PlaceNew Zealand
CityAuckland
Period28 November - 1 December 2023

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.

Research Area(s)

  • dunning-kruger effect, hyflex learning, online learning, virtual teaching

Citation Format(s)

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). Institute of Electrical and Electronics Engineers, Inc., 2023. (IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE - Conference Proceedings).

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