Abstract:

The COVID -19 pandemic meant an absolute shock to university teaching procedures in general, and particularly in engineering education, which has a major practical focus. There was a change from face-to-face lectures usually supported by the blackboard as the main teaching method, to online classes, supported by computer applications and new teaching techniques, in many cases quite unknown. This paper presents the results of several surveys to engineering students and teachers at the University of Burgos, focused on the teacher's response to these changes and the student's perception of the teaching during this period of time.

Initially, it was analyzed whether the teachers, were prepared to face the change of teaching scenario that the confinement entailed. To this end, the opinion of the students was analyzed. It was concluded that teachers had the technical knowledge, social skills and personal abilities (empathy and understanding of the sometimes-problematic situation of each student) for such an abrupt adaptation of their traditionally face-to-face courses to an online methodology.

In a second work stage, the different tools used by the teachers before, during and after the COVID-19 lockdown were contrasted in order to know the change in their teaching approach. The teachers' reflections throughout these three periods of time showed a development of a greater predisposition towards autonomous learning, with the delivery of complementary documentation and virtual visits. In addition, the incorporation of computer applications and tools for the elaboration of questionnaires and presentations was found, and as a key point, the continuous online evaluation, which can promote better learning patterns of students and preparation for final exams.

Finally, the change in the ways in which teachers and students interacted outside the classroom during the COVID-19 pandemic was addressed. A radical change in the approach was detected, from face-to-face tutorials before the lockdown, to a greater use of e-mail at the beginning of the pandemic, and finally, the use of online videoconferencing tools progressively acquiring greater protagonism. The more widespread use of this type of tool was due to its great temporal and spatial flexibility, and to the direct and personal nature of the contact between students and teachers through these channels.

The conclusion based on the results of the surveys, and contrasted by the academic results during the pandemic, is that the teachers had or developed the tools and teaching skills to address the change of approach and face the new teaching challenges imposed by the situation derived from the COVID-19 pandemic.

Keywords:

COVID-19 pandemic, engineering course, face-to face teaching, online teaching, student´s perception, teacher training.