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dc.contributor.authorRevilla Cuesta, Víctor 
dc.contributor.authorSkaf Revenga, Marta 
dc.contributor.authorNavarro González, Milagros 
dc.contributor.authorOrtega López, Vanesa 
dc.date.accessioned2023-11-15T09:16:25Z
dc.date.available2023-11-15T09:16:25Z
dc.date.issued2021-11
dc.identifier.urihttp://hdl.handle.net/10259/8014
dc.description.abstractThe intention of this study was to identify the elements that engineering students consider fundamental 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 of comments from students, while student learning improves. The abrupt transition from face-to-face to asynchronous online teaching due to the COVID-19 pandemic prompted reflection among students on both teaching methods. Students were invited to evaluate each method through a survey of open-ended questions, identifying useful elements for their learning. The survey was repeated over nine weeks, to obtain the views of students after they had accepted the change and had critically analyzed 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 the concepts explained and quickly solve any doubts that they raised. As a consequence of the online teaching resulting from COVID-19, the need of independent student learning and peer support was also very evident. Teaching functions are essential on engineering courses, as teachers have to explain the overall concepts carefully, identify the key concepts, and demonstrate their industrial and professional applications. Furthermore, teaching methodologies that balance these aspects with autonomy and peer support for learning on engineering courses should be promoted.en
dc.description.sponsorshipVíctor 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”.en
dc.language.isoenges
dc.publisherMDPIes
dc.relation.ispartofInternational Journal of Environmental Research and Public Health. 2021, V. 18, n. 21, 11527en
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectCOVID-19 pandemicen
dc.subjectLockdownen
dc.subjectEngineering courseen
dc.subjectHigher Educationen
dc.subjectOnline teachingen
dc.subjectFace-to-face teachingen
dc.subjectStudent perceptionen
dc.subjectUniversityen
dc.subjectAutonomyen
dc.subjectPeer supporten
dc.subject.otherIngeniería civiles
dc.subject.otherCivil engineeringen
dc.subject.otherQuímicaes
dc.subject.otherChemistryen
dc.subject.otherEnseñanza superiores
dc.subject.otherEducation, Higheren
dc.titleReflections throughout the COVID-19 Lockdown: What Do I Need for Successful Learning of Engineering?en
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.3390/ijerph182111527es
dc.identifier.doi10.3390/ijerph182111527
dc.identifier.essn1660-4601
dc.journal.titleInternational Journal of Environmental Research and Public Healthen
dc.volume.number18es
dc.issue.number21es
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


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