Educational Experiences in Engineering in the COVID-19 Era and Their Comparative Analysis: Spain, March-June 2020
In March 2020, in Spain, a sanitary and unexpected crisis caused by COVID-19 was declared. All of a sudden, all degrees, classes and evaluation tests and projects had to be transformed into online activities. However, the chaotic situation generated by a complex operation like that, executed without any well-established procedure, led to very different experiences and, finally, results. In this paper, we are describing three experiences in two different Universities in Madrid. On the one hand, the Technical University of Madrid, a public university with little experience in online education was considered. On the other hand, Alfonso X el Sabio University, a private university with more than five years of experience in online teaching was involved. All analyzed subjects were related to computer engineering. Professors and students answered a survey and personal interviews were also carried out. Besides, the professors’ workload and the students’ academic results were also compared. From the comparative analysis of all these experiences, we are extracting the most successful strategies, methodologies, and activities. The recommendations in this paper will be useful for courses during the next months when the sanitary situation is still affecting an educational organization. While, at the same time, they will be considered as input for the upcoming digitalization process of higher education.
[1] Nicolaides, A. (2012). Innovative teaching and learning methodologies for higher education Institutions. Educational research, 3(8), 620-626.
[2] Mareca, M. P., & Bordel, B. (2019). The educative model is changing: toward a student participative learning framework 3.0—editing Wikipedia in the higher education. Universal Access in the Information Society, 18(3), 689-701.
[3] Alcarria, R., Bordel, B., & de Andrés, D. M. (2018). Enhanced peer assessment in MOOC evaluation through assignment and review analysis. International Journal of Emerging Technologies in Learning (iJET), 13(1), 206-219.
[4] Bordel, B., Alcarria, R., & Robles, T. (2019). Industry 4.0 paradigm on teaching and learning engineering. The International journal of engineering education, 35(4), 1018-1036.
[5] García-Basteiro, A., Alvarez-Dardet, C., Arenas, A., Bengoa, R., Borrell, C., Del Val, M., ... & Legido-Quigley, H. (2020). The need for an independent evaluation of the COVID-19 response in Spain. The Lancet, 396(10250), 529-530.
[6] Nuere, S., & de Miguel, L. (2020). The digital/technological connection with Covid-19: An unprecedented challenge in university teaching. Technology, Knowledge and Learning, 1-13
[7] Pazos, A. J. B., Ruiz, B. C., & Pérez, B. M. (2020). Digital transformation of university teaching in communication during the COVID-19 emergency in Spain: an approach from students' perspective. Revista Latina de Comunicación Social, (78), 265-287.
[8] Ahmed, H., Allaf, M., & Elghazaly, H. (2020). COVID-19 and medical education. The Lancet Infectious Diseases, 20(7), 777-778.
[9] Sahi, P. K., Mishra, D., & Singh, T. (2020). Medical education amid the COVID-19 pandemic. Indian pediatrics, 57(7), 652-657.
[10] Rose, S. (2020). Medical student education in the time of COVID-19. Jama.
[11] Usak, M., Masalimova, A. R., Cherdymova, E. I., & Shaidullina, A. R. (2020). New playmaker in science education: COVID-19. Journal of Baltic Science Education, 19(2), 180-185.
[12] Toquero, C. M. (2020). Challenges and Opportunities for Higher Education Amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4).
[13] Lewis, E. E., Taylor, L. J., Hermsen, J. L., McCarthy, D. P., & Fiedler, A. G. (2020). Cardiothoracic education in the time of COVID-19: how I teach it. The Annals of thoracic surgery, 110(2), 362-363.
[14] Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 1-6.
[15] Kogan, M., Klein, S. E., Hannon, C. P., & Nolte, M. T. (2020). Orthopaedic education during the COVID-19 pandemic. The Journal of the American Academy of Orthopaedic Surgeons.
[16] Jena, P. K. (2020). Impact of pandemic COVID-19 on education in India. International Journal of Current Research (IJCR), 12.
[17] García-Planas, M. I., & Torres, J. T. (2020). Transición de la docencia presencial a la no presencial en la UPC durante la pandemia del COVID-19. IJERI: International Journal of Educational Research and Innovation, (15), 177-187.
[18] Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., ... & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20.
[19] Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012.
[20] Popa, D., Repanovici, A., Lupu, D., Norel, M., & Coman, C. (2020). Using Mixed Methods to Understand Teaching and Learning in COVID 19 Times. Sustainability, 12(20), 8726.
[21] König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622.
[22] Doyumgaç, I., Tanhan, A., & Kiymaz, M. S. (2021). Understanding the most important facilitators and barriers for online education during COVID-19 through online photovoice methodology. International Journal of Higher Education, 10(1), 166-190.
[23] Kapilan, N., Vidhya, P., & Gao, X. Z. (2021). Virtual laboratory: A boon to the mechanical engineering education during covid-19 pandemic. Higher Education for the Future, 8(1), 31-46.
[24] Diaz, M. C. G., & Walsh, B. M. (2021). Telesimulation‐based education during COVID‐19. The Clinical Teacher, 18(2), 121-125.
[1] Nicolaides, A. (2012). Innovative teaching and learning methodologies for higher education Institutions. Educational research, 3(8), 620-626.
[2] Mareca, M. P., & Bordel, B. (2019). The educative model is changing: toward a student participative learning framework 3.0—editing Wikipedia in the higher education. Universal Access in the Information Society, 18(3), 689-701.
[3] Alcarria, R., Bordel, B., & de Andrés, D. M. (2018). Enhanced peer assessment in MOOC evaluation through assignment and review analysis. International Journal of Emerging Technologies in Learning (iJET), 13(1), 206-219.
[4] Bordel, B., Alcarria, R., & Robles, T. (2019). Industry 4.0 paradigm on teaching and learning engineering. The International journal of engineering education, 35(4), 1018-1036.
[5] García-Basteiro, A., Alvarez-Dardet, C., Arenas, A., Bengoa, R., Borrell, C., Del Val, M., ... & Legido-Quigley, H. (2020). The need for an independent evaluation of the COVID-19 response in Spain. The Lancet, 396(10250), 529-530.
[6] Nuere, S., & de Miguel, L. (2020). The digital/technological connection with Covid-19: An unprecedented challenge in university teaching. Technology, Knowledge and Learning, 1-13
[7] Pazos, A. J. B., Ruiz, B. C., & Pérez, B. M. (2020). Digital transformation of university teaching in communication during the COVID-19 emergency in Spain: an approach from students' perspective. Revista Latina de Comunicación Social, (78), 265-287.
[8] Ahmed, H., Allaf, M., & Elghazaly, H. (2020). COVID-19 and medical education. The Lancet Infectious Diseases, 20(7), 777-778.
[9] Sahi, P. K., Mishra, D., & Singh, T. (2020). Medical education amid the COVID-19 pandemic. Indian pediatrics, 57(7), 652-657.
[10] Rose, S. (2020). Medical student education in the time of COVID-19. Jama.
[11] Usak, M., Masalimova, A. R., Cherdymova, E. I., & Shaidullina, A. R. (2020). New playmaker in science education: COVID-19. Journal of Baltic Science Education, 19(2), 180-185.
[12] Toquero, C. M. (2020). Challenges and Opportunities for Higher Education Amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4).
[13] Lewis, E. E., Taylor, L. J., Hermsen, J. L., McCarthy, D. P., & Fiedler, A. G. (2020). Cardiothoracic education in the time of COVID-19: how I teach it. The Annals of thoracic surgery, 110(2), 362-363.
[14] Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 1-6.
[15] Kogan, M., Klein, S. E., Hannon, C. P., & Nolte, M. T. (2020). Orthopaedic education during the COVID-19 pandemic. The Journal of the American Academy of Orthopaedic Surgeons.
[16] Jena, P. K. (2020). Impact of pandemic COVID-19 on education in India. International Journal of Current Research (IJCR), 12.
[17] García-Planas, M. I., & Torres, J. T. (2020). Transición de la docencia presencial a la no presencial en la UPC durante la pandemia del COVID-19. IJERI: International Journal of Educational Research and Innovation, (15), 177-187.
[18] Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., ... & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20.
[19] Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012.
[20] Popa, D., Repanovici, A., Lupu, D., Norel, M., & Coman, C. (2020). Using Mixed Methods to Understand Teaching and Learning in COVID 19 Times. Sustainability, 12(20), 8726.
[21] König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622.
[22] Doyumgaç, I., Tanhan, A., & Kiymaz, M. S. (2021). Understanding the most important facilitators and barriers for online education during COVID-19 through online photovoice methodology. International Journal of Higher Education, 10(1), 166-190.
[23] Kapilan, N., Vidhya, P., & Gao, X. Z. (2021). Virtual laboratory: A boon to the mechanical engineering education during covid-19 pandemic. Higher Education for the Future, 8(1), 31-46.
[24] Diaz, M. C. G., & Walsh, B. M. (2021). Telesimulation‐based education during COVID‐19. The Clinical Teacher, 18(2), 121-125.
@article{"International Journal of Business, Human and Social Sciences:80570", author = "Borja Bordel and Ramón Alcarria and Marina Pérez", title = "Educational Experiences in Engineering in the COVID-19 Era and Their Comparative Analysis: Spain, March-June 2020", abstract = "In March 2020, in Spain, a sanitary and unexpected crisis caused by COVID-19 was declared. All of a sudden, all degrees, classes and evaluation tests and projects had to be transformed into online activities. However, the chaotic situation generated by a complex operation like that, executed without any well-established procedure, led to very different experiences and, finally, results. In this paper, we are describing three experiences in two different Universities in Madrid. On the one hand, the Technical University of Madrid, a public university with little experience in online education was considered. On the other hand, Alfonso X el Sabio University, a private university with more than five years of experience in online teaching was involved. All analyzed subjects were related to computer engineering. Professors and students answered a survey and personal interviews were also carried out. Besides, the professors’ workload and the students’ academic results were also compared. From the comparative analysis of all these experiences, we are extracting the most successful strategies, methodologies, and activities. The recommendations in this paper will be useful for courses during the next months when the sanitary situation is still affecting an educational organization. While, at the same time, they will be considered as input for the upcoming digitalization process of higher education.", keywords = "educational experience, online education, higher education digitalization, COVID, Spain", volume = "15", number = "11", pages = "795-7", }
