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

Arco Bravo, Isabel del; Silva, Patricia; Flores i Alarcia, Òscar

doi:https://doi.org/10.3390/su13010375

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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.

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

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Except where otherwise noted, this item's license is described as cc-by (c) Arco et al., 2021