2026-04-29T18:47:20Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/80152023-11-16T01:05:16Zcom_10259_6171com_10259_5086com_10259_2604col_10259_6172
Revilla Cuesta, Víctor
722
600
0000-0003-3337-6250
Skaf Revenga, Marta
541
600
0000-0001-7205-2692
Espinosa González, Ana Belén
163
600
0000-0001-7452-1640
Ortega López, Vanesa
403
600
0000-0003-0212-355X
2023-11-15T10:54:35Z
2023-11-15T10:54:35Z
2022-12
http://hdl.handle.net/10259/8015
10.1371/journal.pone.0279313
1932-6203
The COVID-19 lockdown in Spain caused abrupt changes for students following the Bachelor’s Degree in Civil Engineering at the University of Burgos when face-to-face classes
switched to online teaching. The recovery of face-to-face teaching after lockdown meant
that classes were taught with obligatory social distancing and the use of masks. Teachers
were therefore unable to interact with students closely, to perceive their facial expressions
during class, or to conduct group work. The changes to civil-engineering teaching linked to
the COVID-19 pandemic and the lessons that civil-engineering teachers learnt from the new
teaching scenarios are studied in this paper. The reflections of teachers throughout all three
stages of the pandemic (pre-pandemic and lockdown, during lockdown, and post-lockdown), and the qualitative and mixed analysis of their responses to a survey of open-ended
questions contributed to the identification of six major lessons: (1) asking questions and
using real-time quiz tools enliven classes and help to determine which concepts to emphasize for proper student understanding; (2) autonomous student learning can be promoted
through the provision of supplementary documentation and the digitalization of solutions to
classroom exercises; (3) virtual site visits and real visual examples interspersed with explanations bring concepts closer to their real applications; (4) the delivery of projects in the form
of audio-recorded presentations enable their distribution, so that other students can also
learn from them as well as the students who created them; (5) online videoconferences,
adapted to the concepts that are addressed, facilitate fast and flexible communication with
students; and (6) online continuous-assessment exams can promote better student learning
patterns and final-exam preparation. Nevertheless, these six lessons were drawn from the
experience of teachers at a small Spanish university where the period of solely online teaching during the COVID-19 pandemic lasted only four months. Thus, it would be interesting to
analyze the experience of civil-engineering teachers at larger universities and universities
that had longer periods of solely online teaching. A study of the level of implementation of
the six aspects when the pandemic is declared over might also be worthwhile.
Víctor Revilla-Cuesta is grateful for funding from the Spanish Ministry MCIU, AEI and ERDF [grant number FPU17/03374]. In addition, the authors would like to thank the University of Burgos for supporting this study through the funding program "Convocatoria de Ayudas a Grupos de Innovación Docente reconocidos para la elaboración de materiales docentes para los años 2021 y 2022" of which the researchers who conducted this study were beneficiaries. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
eng
Public Library of Science
PLOS ONE. 2022, V. 17, n. 12, e0279313
https://doi.org/10.1371/journal.pone.0279313
Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
Ingeniería civil
Enseñanza superior
Universidad de Burgos
Civil engineering
Education, Higher
Teaching lessons learnt by civil-engineering teachers from the COVID-19 pandemic at the University of Burgos, Spain
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
PLOS ONE
17
12
THUMBNAIL
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oai:riubu.ubu.es:10259/8015
2023-11-16 02:05:16.226
Repositorio Institucional de la Universidad de Burgos
bubrep@ubu.es
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