The 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.
