2026-06-18T06:49:42Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/58402025-05-12T07:35:07Zcom_10259_5841com_10259_5086com_10259_2604col_10259_6391col_10259_5684

00925njm 22002777a 4500 dc Sáiz Manzanares, María Consuelo author Casanova, Joana R. author Lencastre, José Alberto author Almeida, Leandro author Martín Antón, Luis Jorge author 2021 Higher Education is the driving force behind the social and economic development of countries, the ultimate aim of which is to provide quality academic training. At present, teaching-learning models in virtual environments imply important challenges, specifically in the current situation of the COVID-19 health crisis. Some of these challenges will be addressed in this paper. In this study we worked with 224 third-year undergraduate students in Health Sciences degrees over two academic years during the pandemic situation. The objectives were 1) to check whether there were significant differences in student satisfaction with the teaching process in the first year of the pandemic (e-Learning teaching) vs. the second year (b-Learning teaching); 2) to check whether there were significant differences in academic results between the two groups. A quantitative research (a 2x2 factorial design and ANOVA and ANCOVA analyses were applied) and a qualitative research (a comparative design and categorisation analysis and co-occurrence analysis were applied) were carried out. The results indicate differences in some aspects of satisfaction and learning outcomes in favour of teaching in the second year. Students rated positively the use of active methodologies and technological resources, although they concluded that these required more work time. Sáiz Manzanares, María Consuelo; Casanova, Joana R.; Lencastre, José Alberto; Almeida, Leandro; 2021; "Tabla 4. ANCOVA de un factor de efectos fijos (año de docencia primer año de la pandemia por la COVID 19 vs. segundo año), covariable (tipo de titulación) respecto de la satisfacción y de las respuestas de aprendizaje"; RIUBU; http://doi.org/10.71486/qxaw-jq32 http://hdl.handle.net/10259/5840 10.71486/qxaw-jq32 online learning technology innovation satisfaction project based learning flipped classroom digital competence Tabla 4. ANCOVA de un factor de efectos fijos (año de docencia primer año de la pandemia por la COVID 19 vs. segundo año), covariable (tipo de titulación) respecto de la satisfacción y de las respuestas de aprendizaje