WIP: Evolution of a Networking Course - Attitude Changes a Decade and a Pandemic Later

This work in progress research paper describes the findings of an anonymous survey modeled after the persistence in engineering survey instrument that we conducted a decade apart in 2014 and 2024. Significant changes in the mid-2010s to the mid-2020s have altered course delivery and resulting student perceptions, and we find statistically significant differences for program persistence, student self-perceived performance, perceived course value, course enjoyment, self-perceived learning gains, and self-perceived learning material engagement efforts. Interestingly, we did not find significant differences between the two groups with respect to self-reported time spent on different course activities or general student population characteristics, such as self-reported credits, GPA, work hours, or commutes. When considering the averaged changes, we note that students in the more recent blended and virtualized environments exhibit a higher level of persistence than their peers. This showcases the overall increase of blended and decentralized/virtualized instruction having a positive impact on student attitudes based on the feedback collected.