The lockdown period that started on March 2020 due to the COVID-19 pandemic was a big challenge for students and teachers. Technology made the continuation of the teaching easier, and it also allowed teachers to keep the contact both with colleagues and with students. New teaching and evaluation methodologies and new coordination and cooperation systems had to be quickly implemented. Our previous experience in flipped teaching, active methodologies and validation of online exams, helped us to tackle the transition from face-to-face to fully online teaching. The experience was satisfactory for the theory classes, but some problems in the laboratory classes have emerged.After that, right now, some extra work is needed to overcome these difficulties considering that maybe the situation would become chronic. Once that we got over the shock of the first moment, the question is whether the resilience mechanisms will remain, and if the hybrid teaching (face-to-face & online) can replace effectively face-to-face teaching for a long time. In this work we present the students' opinion on this question. The analysis has been performed at the School of Design Engineering of the Universitat Politècnica de València, in different courses of physics of several engineering degrees (all of them, first academic year courses).One example of good practice during confinement was the weekly coordination meetings between teachers of the same course and between teachers of physics courses in different degrees. Another one was the online exams, taking advantage of the automatic correction tests, and including images of the documents written by the students for later review.The academic results were comparable to those of a normal course and student and teachers' surveys were conducted to know their opinion. The good performance during this new situation was due to the collaboration, patience, understanding and trust of the students and teachers that was created in those moments of crisis.Students' opinion on the online teaching during their lockdown was positive. This work shows this students' opinion on the methodology used during the lockdown, and the process from previous flipped teaching methodologies experiences to a completely online teaching. At the same time, the students' opinion on the laboratory practices was also analysed.Finally, this work also shows the reflection of the involved teachers on the additional workload and on the capacity for cooperation and communication between them, during the lockdown period and the subsequent year.After gathering the opinion of teachers and students, we can conclude that the situation of the pandemic has been addressed with reasonable success. Performance of students is not affected, the theoretical classes have been developed normally, while the practical classes seem to need some changes to be adapted to the new situation as far as possible. Given that this situation persists, it is useful to carry out this type of study to be able to adapt teaching to future circumstances.
In recent years, new teaching methodologies have entered in the high education scenario: blended learning, problem-based learning, learning-oriented assessment, flip teaching, teamwork and effective oral and written communication are new pedagogical tools used in new instruction strategies.A key issue to guide the application of these new methodologies is the assessment of students performance. One broadly used tool for measure the student's performance in introductory physics is the Brief Electricity and Magnetism Assessment (BEMA), designed specifically as a standardized instrument to evaluate students' qualitative understanding of electricity and magnetism (E&M) key concepts. The reliability and discriminatory capability of BEMA has been previously studied.In this paper, BEMA is used to analyse the performance of E&M students. The E&M course analyzed is included in two different Bachelor's Degrees: Industrial Electronics and Automation Engineering (DIEA) and Aerospace Engineering (DA) both in Universitat Politècnica de València (UPV), Spain.They are semester traditional curriculums in which the use of traditional textbooks and screencast have been combined, including flip teaching methodologies. BEMA pre-and post-instruction tests were carried out at the beginning and end of the course respectively.To deepen understanding of student learning in the E&M course, correlations of pre-and post-instruction scores have been investigated, identifying the main gain and variance. The relevant information obtained through the BEMA test will allow instructors to monitor the use of new methodologies and teaching tools.
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