Are We Ready for a Chronic Crisis? Reflections on the Experience of Teaching During Confinement

Abstract

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.

Results of a University Experience, Comparing Face-to-Face, Online and Hybrid Teaching in a Context of Sarscov19

“…The strategy in the pre-class activities was maintained, whereas the inclass activities moved from face-to-face teaching to synchronous online, with few modifications. In a previous study, we found a positive perception of the students regarding their adaptation to the new situation [5]. Later on, during the 2020/2021 course, the social distancing measures forced to replace the F2F with virtual (V) or synchronous hybrid learning (SHL) depending on specific conditions.…”

Active methods in electricity and magnetism courses: Influence of degree, academic level and gender on student performance

“…The strategy in pre-class activities was conserved while the in-class activities moved from face-to-face teaching to synchronous online with few modifications. In a previous study, it was found a positive student perception of the adaptation to the new situation [ 25 ].…”