RT info:eu-repo/semantics/article
T1 The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?
A1 Revilla Cuesta, Víctor
A1 Skaf Revenga, Marta
A1 Varona Arnaiz, Juan Manuel
A1 Ortega López, Vanesa
K1 COVID-19 pandemic
K1 Social science
K1 Social activities
K1 Human behaviors
K1 Empathy
K1 Face-to-face teaching
K1 Online teaching
K1 Engineering courses
K1 Student's perception
K1 Teacher support
K1 Ingeniería civil
K1 Civil engineering
K1 Educación
K1 Education
K1 Sociología
K1 Sociology
AB 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 strictrules on lockdown. As lesson formats changed radically, the relevance of evaluating student on-linelearning processes in university degrees throughout this period became clear. For this purpose, theperceptions of engineering students towards five specific course units forming part of engineeringdegree courses at the University of Burgos, Spain, were evaluated to assess the quality of the onlineteaching they received. Comparisons were also drawn with their perceptions of the F2F teaching ofthe course units prior to the outbreak of the pandemic. According to the students’ perceptions, theteachers possessed the technical knowledge, the social skills, and the personal capabilities (empathyand understanding of the at times troubled situation of each student) for a very abrupt adaptationof their courses to an online methodology. The shortcomings of the online teaching were related toits particularities and each teacher’s personality traits. Overall, engineering teachers appeared wellprepared for a situation of these characteristics and, if similar online teaching scenarios were everrepeated, the quality of engineering teaching appears to be guaranteed.
PB MDPI
YR 2021
FD 2021-02
LK http://hdl.handle.net/10259/8013
UL http://hdl.handle.net/10259/8013
LA eng
NO This research was funded through the following entities and grants: Spanish Ministry MCI, AEI, EU, and ERDF, grant FPU17/03374; the Junta de Castilla y León and ERDF, grant BU119P17 awarded to research group UIC-231; Youth Employment Initiative (JCyL) and ESF, grant UBU05B_1274; and the University of Burgos through grant Y135 GI awarded to the SUCONS group.
DS Repositorio Institucional de la Universidad de Burgos
RD 22-dic-2024