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dc.contributor.authorRevilla Cuesta, Víctor 
dc.contributor.authorSkaf Revenga, Marta 
dc.contributor.authorVarona Arnaiz, Juan Manuel 
dc.contributor.authorOrtega López, Vanesa 
dc.date.accessioned2023-11-15T09:05:00Z
dc.date.available2023-11-15T09:05:00Z
dc.date.issued2021-02
dc.identifier.urihttp://hdl.handle.net/10259/8013
dc.description.abstractThe 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.en
dc.description.sponsorshipThis 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.en
dc.language.isoenges
dc.publisherMDPIes
dc.relation.ispartofInternational Journal of Environmental Research and Public Health. 2021, V. 18, n. 4, 2127es
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectCOVID-19 pandemicen
dc.subjectSocial scienceen
dc.subjectSocial activitiesen
dc.subjectHuman behaviorsen
dc.subjectEmpathyen
dc.subjectFace-to-face teachingen
dc.subjectOnline teachingen
dc.subjectEngineering coursesen
dc.subjectStudent's perceptionen
dc.subjectTeacher supporten
dc.subject.otherIngeniería civiles
dc.subject.otherCivil engineeringen
dc.subject.otherEducaciónes
dc.subject.otherEducationen
dc.subject.otherSociologíaes
dc.subject.otherSociologyen
dc.titleThe Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?en
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.3390/ijerph18042127es
dc.identifier.doi10.3390/ijerph18042127
dc.identifier.essn1660-4601
dc.journal.titleInternational Journal of Environmental Research and Public Healthen
dc.volume.number18es
dc.issue.number4es
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


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