Abstract:

The landscape of education was reshaped by the adoption of remote classes to cope with social distancing and lockdown measures during the COVID-19 pandemic. Educators worldwide demonstrated adaptability and creativity to incorporate online learning platforms and virtual teaching methods. Innovative remote practices included virtual classes, online quizzes, virtual laboratories, peer collaboration, and discussion forums. Although guaranteeing the continuity of the learning process, the lack of social interaction impacted some students negatively generating anxiety, reduced sense of belonging, diminished motivation, and limited engagement.

After returning to face-to-face classes, several ideas driven by virtual experiences were incorporated to enhance the quality of the classroom experience. In this paper, we investigate how engineering students perceived the good practices from remote classes when applied in traditional classes, including course organization, remote tasks, technological practices, and video lectures. Additionally, we explore whether students met their expectations upon returning to in-person classes in terms of integration with peers and professors, sense of acceptance, and level of commitment.

Based on students’ feedback, there was a notable enhancement in course organization as instructors began utilizing online platforms to clearly outline course content, activities, and deadlines. Additionally, new interactive elements such as quizzes, coding exercises, and simulations were introduced. The provision of video lectures, accessible even after in-person sessions, was highly valued as it allowed students to revisit the material as needed. Some students observed that videos provided clearer explanations and supplementary resources. Students appreciated the flexibility of videos in catering to their routine, learning pace, and learning style. However, some students expressed a preference for traditional lectures, citing better focus and attention retention.

Following their return to the traditional educational environment, students shared their perceptions, highlighting increased interaction not only with classmates in the same course level but also with peers from other courses, and notably, with professors. Many students reported a deeper understanding of subjects and improved organization of their studies and time management. While the sense of belonging was not seen as a big concern, many students felt to be more part of the educational community upon resuming in-person classes. Additionally, the results indicated a reduction in anxiety levels and a boost in both motivation and engagement among students.

Despite the challenges encountered during remote learning, the educational community has successfully cultivated valuable practices that can significantly enhance education. It is essential to understand how to utilize these practices effectively, acknowledging their potential benefits while also respecting the individual characteristics of both students and institutions. For example, in-person classes present unique opportunities to facilitate interactions among students and foster closer involvement with professors, while online techniques can provide supplementary materials and support resources. It is then necessary to tailor our educational approaches to suit the needs of students, enhancing their engagement in activities and ultimately enriching the learning experience and outcomes.

Keywords:

Higher education, course design, face-to-face class, remote class, learning.