University Teaching in Times of Confinement: The Light and Shadows of Compulsory Online Learning

Thumbnail
View/Open
Issue date
2021-01-04
Author
Arco Bravo, Isabel del
Silva, Patricia
Flores i Alarcia, Òscar
Suggested citation
Arco Bravo, Isabel del; Silva, Patricia; Flores i Alarcia, Òscar; . (2021) . University Teaching in Times of Confinement: The Light and Shadows of Compulsory Online Learning. Sustainability, 2021, vol. 13, núm. 1, p. 1-16. https://doi.org/10.3390/su13010375.
Impact

Google Scholar logo  Google Scholar
Share
Export to Mendeley
Metadata
Show full item record
Abstract
A quantitative study was carried out with the aim of analyzing the perspective of the students in relation to the factors that have influenced quality teaching during the confinement period resulting from the SARS-CoV-2 pandemic. To do this, an ad hoc questionnaire was designed and conducted in the months of June-July 2020. The sample consisted of 893 people who were studying at various Spanish universities. The results show little diversity in teaching methodologies; virtual teaching was carried out with the same parameters as face-to-face teaching. The role of the student body was one of passivity, consisting of little interaction with the teachers. Although it is true that there were no difficulties in following the course, there was limited attention paid to the emotional well-being of the students. Amongst the conclusions garnered significant, we point out the need to develop the adaptability of university teaching staff to unforeseen situations, as well as a continuing reflection on the model used in the teaching process mediated by digital technologies and the importance of promoting greater autonomy and self-regulation during learning.
URI
http://hdl.handle.net/10459.1/70176
DOI
https://doi.org/10.3390/su13010375
Is part of
Sustainability, 2021, vol. 13, núm. 1, p. 1-16
Collections
cc-by (c) Arco et al., 2021
Except where otherwise noted, this item's license is described as cc-by (c) Arco et al., 2021