Abstract:

In this work, the development and impact on the academic results of the teaching methodology, designed and applied during the 2019/20 and 2020/21 courses, in the face of the situation of limited mobility and occupation of the classrooms is exposed, in the Engineering Schools of the University of the Basque Country.
The experience has benn carried out in two subjects of the Department of Energy Engineering, such as Thermal Engineering and Thermotechnics, in all Engineering Degrees.

During the second semester of the 2019/20 academic year and the first semester of the 2020/21 academic year, combined methodologies for the follow-up of the classes were designed and implemented, both in person and remotely, with live broadcast of the classes through the platform BlackBoard Collaborate.

The approach to the methodology consisted of dividing the class into two groups, so that each group attended classes in person or remotely live, alternately, according to an established calendar.All the classes, in addition to being broadcast live, were recorded and made available to the students during the entire course, on the eGELA platform.

In this work, the impact that this strategy had on the academic results of the students of both subjects is evaluated. The methodology was complemented with the use of flipped learning tools previously developed by the ikasTHERM Educational Innovation group, consisting of pills of didactic videos of between 6 and 15 minutes in duration, available on the ikasTHERM YouTube channel, created and designed by the group of professors that constitute it, and who were very useful and effective, especially in this situation of mobility limitation due to Covid-19. Finally, they were complemented by the intensive use of continuous and active monitoring of the progress of students' learning both remotely and in person, through the use of a library of tests, created expressly on the Socrative platform. In this work the methodology and the impact obtained with its application are detailed, and the extracted conclusions are discussed, especially, the profound change in attitude observed in the students, given the need for their commitment to success in the application of the methodology, under conditions of limitation due to the pandemic. Thus, the result with the greatest impact observed has been a profound change in the role voluntarily assumed by students, increasing their engagement rate, taking responsibility for their learning, and adapting to the new academic scenario.

Keywords:

Pandemic, bimodal teaching, blackboard collaborate, broadcasted lectures.