COVID-19 Emergency Remote Teaching Opinions and Academic Performance of Undergraduate Students: Analysis of 4 Students’ Profiles. A Case Study

Abstract

Distance learning due to the COVID-19 lockdown, commonly called emergency remote teaching (ERT), substantially changed the methodology of teaching and possibly students’ perceptions of the quality of lectures. Students’ opinions should be collected and analyzed jointly with other data such as academic performance to assess the effect of this pandemic on learning. A 20-question, 4-point Likert scale specific questionnaire was designed and validated twice by a panel of experts. The survey was sent to the 365 industrial engineering undergraduate students enrolled in a chemistry course. Responses (n = 233) and academic data were collected, and four student profiles were identified by using the k-means cluster analysis technique: ‘The Lucky’, ‘The Passive’, ‘The Autonomous Learner’ and ‘The Harmed’. Students experienced the ERT differently according to their profile. Undergraduates who were better autonomous learners excelled in academic performance and were more participative in the survey. In general, students preferred face-to-face classes over distance learning. Undergraduates’ learning has been impaired due to the circumstances. However, contrary to their beliefs, the situation has benefited them with respect to grades when comparing their performance with students from previous years. Discovering what challenges students faced to adapt to the situation is key to giving students tools to grow as autonomous learners and to enable educators to apply tailored teaching techniques to improve the quality of lectures and enhance student satisfaction.

Responsive Dashboard as a Component of Learning Analytics System for Evaluation in Emergency Remote Teaching Situations

“…The result of the present study can be compared with 10 of these relevant papers [68][69][70][71][72][73][74][75][76][77]. While other researchers have analyzed the effects of ERT on high school teachers [68], state universities [69], and the challenges faced by educational institutions [70], for the proposed model, the developed EvalMathI system was tested to be able to answer questions Q1-Q4, questions that support the development of the model for the evaluation system (LAEM), and also validate the software instrument called EvalMathI.…”

“…The authors answered Q1—How useful is EvalMathI in evaluating courses in an ERT situation?—by introducing and integrating the dashboard in a responsive panel to facilitate and streamline the evaluation process. In addition, other researchers have previously analyzed students’ performance in an ERT situation [ 71 ], the challenges faced by math teachers in an ERT situation [ 72 ], the level of emotions in the learning process [ 75 ], the factors influencing home learning [ 78 ], and students’ emotions and the perception of teachers in ERT [ 76 , 77 ]. In this context, the present study analyzed the methodology of evaluation in ERT conditions and proposed a tool called EvalMathI, which was tested in a case study of six courses conducted in ERT at our university.…”

Acceso a tecnologías en el rendimiento universitario en tiempos del covid-19: análisis de asociación por clústeres

“…La inclusión de las TI ha sido aceptada por los universitarios, ya que son nativos digitales (Youssef et al, 2022). Esto les ha permitido aceptarlas con responsabilidad (Limniou et al, 2021) y facilitado el aprendizaje para aquellos que son autodidactas (Hidalgo, 2021). De hecho, debido a que cada día hay un aumento en el uso de aplicaciones informáticas educativas (Adeyeye et al, 2022) y los alumnos tienen acceso a más recursos digitales (Cobo-Rendon et al, 2021), algunos autores consideran que las tecnologías logran aumentar el rendimiento académico de los estudiantes universitarios (González et al, 2020).…”

Factors Affecting the Student Performance during the COVID-19 Pandemic

“…In explanation, the study explains that during the COVID-19 pandemic, a substantial reduction was recorded in students' performance (Osipov et al, 2021), inevitably altering the learning outcome. Indeed, The COVID-19 uncertainty contrarily influences the student learning experiences, thus imparting academic performance (Hidalgo, Sánchez-Carracedo, & Romero-Portillo, 2021).…”