RT info:eu-repo/semantics/article
T1 Reflections throughout the COVID-19 Lockdown: What Do I Need for Successful Learning of Engineering?
A1 Revilla Cuesta, Víctor
A1 Skaf Revenga, Marta
A1 Navarro González, Milagros
A1 Ortega López, Vanesa
K1 COVID-19 pandemic
K1 Lockdown
K1 Engineering course
K1 Higher Education
K1 Online teaching
K1 Face-to-face teaching
K1 Student perception
K1 University
K1 Autonomy
K1 Peer support
K1 Ingeniería civil
K1 Civil engineering
K1 Química
K1 Chemistry
K1 Enseñanza superior
K1 Education, Higher
AB The intention of this study was to identify the elements that engineering students considerfundamental for successful learning on engineering courses. The aim was to provide generic guidelines suitable for any engineering course with which the teaching may be adapted in the light ofcomments from students, while student learning improves. The abrupt transition from face-to-face toasynchronous online teaching due to the COVID-19 pandemic prompted reflection among studentson both teaching methods. Students were invited to evaluate each method through a survey ofopen-ended questions, identifying useful elements for their learning. The survey was repeated overnine weeks, to obtain the views of students after they had accepted the change and had criticallyanalyzed how to improve online teaching. A cross-coded qualitative and mixed (word counting)analysis showed that the explanation of engineering concepts should be organized, hierarchical,repetitive, and exemplified. Furthermore, the teacher should link all the activities and projects to theconcepts explained and quickly solve any doubts that they raised. As a consequence of the onlineteaching resulting from COVID-19, the need of independent student learning and peer supportwas also very evident. Teaching functions are essential on engineering courses, as teachers have toexplain the overall concepts carefully, identify the key concepts, and demonstrate their industrialand professional applications. Furthermore, teaching methodologies that balance these aspects withautonomy and peer support for learning on engineering courses should be promoted.
PB MDPI
YR 2021
FD 2021-11
LK http://hdl.handle.net/10259/8014
UL http://hdl.handle.net/10259/8014
LA eng
NO Víctor Revilla-Cuesta was funded by the Spanish Ministry MCIU, AEI and ERDF, grant FPU17/03374. In addition, this study was also funded by the University of Burgos 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”.
DS Repositorio Institucional de la Universidad de Burgos
RD 11-may-2024