# Mind the Gap: Reimagining an Interactive Programming Course for the Synchronous Hybrid Classroom

**Authors:** Christopher M. Poskitt, Kyong Jin Shim, Yi Meng Lau, Hong Seng Ong  
**arXiv:** [2109.09073](https://arxiv.org/abs/2109.09073)  
**Date:** 2021-09-19  
**Summary page:** https://www.summarizepaper.com/en/paper/2109.09073v1/

## Key points

- COVID-19 pandemic has impacted universities, leading to online course delivery
- Synchronous hybrid classrooms can allow for safe resumption of face-to-face teaching
- Challenges include potential disconnection between physically and remotely attending students
- Authors Christopher M. Poskitt, Kyong Jin Shim, Yi Meng Lau, and Hong Seng Ong adapted an interactive programming course for hybrid delivery to mitigate this risk
- Solution involved using Slack as a professional communication platform to equalize participation opportunities and facilitate peer learning between physically present and remote students
- Semi-flipped classroom approach was implemented to mitigate "Zoom fatigue"
- Results of a student survey and authors' experiences implementing the solution were critically reflected on
- Report was accepted by the 34th Conference on Software Engineering Education and Training (CSEE&T 2022) held as part of the 55th Hawaii International Conference on System Sciences (HICSS 2022)
- Findings provide valuable insights into how educators can adapt their teaching methods for hybrid delivery models while ensuring all students have equal opportunities for engagement and learning.

## Summary

The COVID-19 pandemic has had a significant impact on universities, with many courses being delivered entirely online. As countries begin to bring the pandemic under control, there is a potential way to safely resume some face-to-face teaching through the use of synchronous hybrid classrooms, where both physically and remotely attending students are taught simultaneously. However, this approach comes with challenges, including the risk that remotely attending students may feel disconnected from their physical peers. In response to this challenge, Christopher M. Poskitt, Kyong Jin Shim, Yi Meng Lau and Hong Seng Ong describe in their experience report how they adapted an interactive programming course for hybrid delivery in a way that mitigated this risk. Their solution centred on using Slack as a professional communication platform to equalise participation opportunities and facilitate peer learning between physically present and remote students. Additionally, they implemented a semi-flipped classroom approach to mitigate "Zoom fatigue," covering concepts in videos and using shorter lessons for consolidation. The authors critically reflect on the results of a student survey and their own experiences implementing the solution. This report was accepted by the 34th Conference on Software Engineering Education and Training (CSEE&T 2022), which was held as part of the 55th Hawaii International Conference on System Sciences (HICSS 2022). Their findings provide valuable insights into how educators can adapt their teaching methods for hybrid delivery models while ensuring all students have equal opportunities for engagement and learning.