2026-05-26T17:44:48Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/80132023-11-16T01:05:28Zcom_10259_6171com_10259_5086com_10259_2604col_10259_6172

Revilla Cuesta, Víctor Skaf Revenga, Marta Varona Arnaiz, Juan Manuel Ortega López, Vanesa COVID-19 pandemic Social science Social activities Human behaviors Empathy Face-to-face teaching Online teaching Engineering courses Student's perception Teacher support The major impacts of the COVID-19 pandemic are still affecting all social dimensions. Its specific impact on education is extensive and quite evident in the adaptation from Face-to-Face (F2F) teaching to online methodologies throughout the first wave of the pandemic and the strict rules on lockdown. As lesson formats changed radically, the relevance of evaluating student on-line learning processes in university degrees throughout this period became clear. For this purpose, the perceptions of engineering students towards five specific course units forming part of engineering degree courses at the University of Burgos, Spain, were evaluated to assess the quality of the online teaching they received. Comparisons were also drawn with their perceptions of the F2F teaching of the course units prior to the outbreak of the pandemic. According to the students’ perceptions, the teachers possessed the technical knowledge, the social skills, and the personal capabilities (empathy and understanding of the at times troubled situation of each student) for a very abrupt adaptation of their courses to an online methodology. The shortcomings of the online teaching were related to its particularities and each teacher’s personality traits. Overall, engineering teachers appeared well prepared for a situation of these characteristics and, if similar online teaching scenarios were ever repeated, the quality of engineering teaching appears to be guaranteed. 2023-11-15 2023-11-15 2021-02 info:eu-repo/semantics/article http://hdl.handle.net/10259/8013 10.3390/ijerph18042127 1660-4601 eng International Journal of Environmental Research and Public Health. 2021, V. 18, n. 4, 2127 https://doi.org/10.3390/ijerph18042127 http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Atribución 4.0 Internacional MDPI