1 Polytechnic University of Madrid (SPAIN)
2 Catholic University of Avila (SPAIN)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Pages: 8338-8345
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.1686
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
The Covid-19 pandemic has so far led to changes in the economic, social and political spheres, and education is no exception. The transformation in the learning process from face-to-face to virtual has been an emerging adjustment due to the healthcare context. This fact leads us to the following point of analysis: how did students and teachers feel about receiving/giving virtual classes? It is precisely this issue that has been discussed in this article. An analysis of their well-being during this time, what they feel, how they experience the adjustment to the virtual, the obstacles, challenges and what competences need to be developed on both sides. The advantages and disadvantages they have encountered. Teachers are concerned about fulfilling their teaching objectives under the condition that now they are not face to face with their students and they are not able to observe them as a feed-back of what they are teaching. Students are concerned about continuing to learn and be motivated and the challenge of successfully passing the exams.
The aim of the present research is to find out the degree of well-being of university teachers and students. The study takes place at at the School of Forest Engineering and Natural Resources (E.T.S.I.M FMN) among the teachers (24) in the Department of Forestry and Environmental Engineering and Management at Polytechnic University of Madrid (U.P.M) and the students (86) enrolled in their subjects. To this end, a questionnaire was applied to students and teachers to find out how they feel about the adjustment from face-to-face to virtual classes. The data obtained refer to the application of an anonymous questionnaire sent by means of a Google form, to be answered as accurately and honestly as possible. Subsequently, work was carried out to analyse and interpret the data.
In general, it seems that the change from face-to-face to remote learning has not been received very positively for both teachers and students, but this feeling is higher in teachers. After giving theory classes on-line, teachers express a feeling of frustration and dissatisfaction, when there are theorical classes (78%) and practical classes (88 %). The degree of dissatisfaction and frustration increases with teaching practical classes. Students’ degree of dissatisfaction is less than teachers, theorical classes (62%) and practical classes (72%) but also increases with receiving practical classes. The main problem is that they do not see students’ reactions and facial expressions (usually cameras are over). Talking to a screen is a frustration feeling. The 44% of the teachers think learning is clearly higher when the education is face-to-face versus the 33 % of the student. Almost 90% of the teachers surveyed revealed that they prefer 100% face-to-face teaching versus the 45% percentage of students (35% prefer a mixed system, while almost 20% prefer the online option).
wellbeing, teachers, students, remote learning, face to face. .