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The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?

Author

Listed:
  • Víctor Revilla-Cuesta

    (Department of Civil Engineering, University of Burgos, 09001 Burgos, Spain)

  • Marta Skaf

    (Department of Construction, University of Burgos, 09001 Burgos, Spain)

  • Juan Manuel Varona

    (Department of Organizational Engineering, University of Burgos, 09001 Burgos, Spain)

  • Vanesa Ortega-López

    (Department of Civil Engineering, University of Burgos, 09001 Burgos, Spain)

Abstract

The major impacts of the COVID-19 pandemic are still affecting all social dimensions. Its specific impact on education is extensive and quite evident in the adaptation from Face-to-Face (F2F) teaching to online methodologies throughout the first wave of the pandemic and the strict rules on lockdown. As lesson formats changed radically, the relevance of evaluating student on-line learning processes in university degrees throughout this period became clear. For this purpose, the perceptions of engineering students towards five specific course units forming part of engineering degree courses at the University of Burgos, Spain, were evaluated to assess the quality of the online teaching they received. Comparisons were also drawn with their perceptions of the F2F teaching of the course units prior to the outbreak of the pandemic. According to the students’ perceptions, the teachers possessed the technical knowledge, the social skills, and the personal capabilities (empathy and understanding of the at times troubled situation of each student) for a very abrupt adaptation of their courses to an online methodology. The shortcomings of the online teaching were related to its particularities and each teacher’s personality traits. Overall, engineering teachers appeared well prepared for a situation of these characteristics and, if similar online teaching scenarios were ever repeated, the quality of engineering teaching appears to be guaranteed.

Suggested Citation

  • Víctor Revilla-Cuesta & Marta Skaf & Juan Manuel Varona & Vanesa Ortega-López, 2021. "The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?," IJERPH, MDPI, vol. 18(4), pages 1-23, February.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:4:p:2127-:d:503642
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    Cited by:

    1. Eduard Edelhauser & Lucian Lupu-Dima, 2021. "One Year of Online Education in COVID-19 Age, a Challenge for the Romanian Education System," IJERPH, MDPI, vol. 18(15), pages 1-32, July.
    2. Sónia Rolland Sobral & Natacha Jesus-Silva & Abílio Cardoso & Fernando Moreira, 2021. "EU27 Higher Education Institutions and COVID-19, Year 2020," IJERPH, MDPI, vol. 18(11), pages 1-15, June.
    3. Johanna Andrea Navarro-Espinosa & Manuel Vaquero-Abellán & Alberto-Jesús Perea-Moreno & Gerardo Pedrós-Pérez & Pilar Aparicio-Martínez & Maria Pilar Martínez-Jiménez, 2021. "The Influence of Technology on Mental Well-Being of STEM Teachers at University Level: COVID-19 as a Stressor," IJERPH, MDPI, vol. 18(18), pages 1-23, September.
    4. Víctor Revilla-Cuesta & Marta Skaf & Milagros Navarro-González & Vanesa Ortega-López, 2021. "Reflections throughout the COVID-19 Lockdown: What Do I Need for Successful Learning of Engineering?," IJERPH, MDPI, vol. 18(21), pages 1-24, November.
    5. Juan Carlos Bustamante & Manuel Segura-Berges & Manuel Lizalde-Gil & Carlos Peñarrubia-Lozano, 2022. "Qualitative Analyses of e-Learning Implementation and Hybrid Teaching during the COVID-19 Pandemic at Spanish Universities," Sustainability, MDPI, vol. 14(19), pages 1-19, September.
    6. Diana Marín-Suelves & Jesús Ramón-Llin & Vicente Gabarda, 2023. "The Role of Technology in Physical Education Teaching in the Wake of the Pandemic," Sustainability, MDPI, vol. 15(11), pages 1-13, May.

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