Abstract:

The Coronavirus has forced educators around the world to utilize new delivery methods to deal with population confinements and campus closures. All the choices that had to be made to continue offering academic programs have certainly had an impact on students ‘experiences. Most students had registered for programs with the expectation of meeting other students face-to-face. Those programs normally offered in-class have had many transformations put in place to be functional. This research focuses on the experience of students in their first semester in an MBA program at a Canadian University. Data collected in a first semester Analytics course is analyzed and compared to pre-pandemic data. Four academic semesters are considered; from Fall 2019 to Winter 2021, to allow useful comparisons of average levels of anxiety, higher-order thinking skills most developed and identification of the most useful learning activities and resources of the course. These findings indicate that certain elements introduced in the virtual version of the course could be maintained upon returning to in-class teaching.

Keywords:

Virtual teaching, Higher-Order Thinking Skills, Anxiety.