Abstract:

Bologna-based curricula in engineering studies in the European Higher Education Area (EHEA) are based on the acquisition of specific technical and high-level transversal competencies [1]. Traditionally, technical competencies are acquired by presential lecturing and laboratory work. In a conventional learning paradigm, transversal competencies are naturally acquired when performing professional-oriented activities implemented in different subjects along the alumni progression. This paradigm was modified on 15th March 2020, following health emergency Laws enacted in Spain [2]. In particular, the Universitat Politécnica de Valencia (UPV), Spain, switched to a non-presential remote lecturing and examination paradigm until the end of the academic year 2019-20.

The switch to non-presential lecturing has been successful in general. Synchronous lecturing was implemented following the scheduled timetables and, in some cases, asynchronous lecturing materials were quickly prepared providing resources to alumni in order to fulfil the subjects curricula. These were not substantially altered, as reflected in the lecturing guide, “Guía Docente”, amendments supervised by the UPV and published to alumni and general public.

Following the unexpected COVID-19 lockdown scenario and the mandatory changes in the education paradigm, it is of utmost importance to evaluate the degree of acquisition of technical competencies altogether transversal competencies, as both are relevant for further employability of the student.

This paper reports a comparative study on the degree of acquisition of technical competencies versus transversal competencies due to the lockdown scenario in Spain. The results from the last four academic years (from 2016-17 to 2019-20) have been evaluated in a communications theory core subject, “Teoría de la Comunicación”, taught in the fourth semester of the engineering Integrated Program (Bachelor and Master) “Ingeniero de Telecomunicación” in the UPV [3]. This subject is studied by over 200 alumni and it is a control point to evaluate practical application of theoretical results (CT2) and problem solving (CT3) transversal competencies. This is also the last core subject before alumni are divided in the four study branches of the Integrated Program.

The comparative results evaluated through historic data indicate that the degree of acquisition of technical competencies in this scenario is adequate, being marginally better compared to previous academic years, probably due to the new lecturing materials prepared to address the suspension of presential lecturing. Nevertheless, the acquisition of transversal competencies exhibits a smaller correlation between student marks compared with previous academic years. Moreover, the mark variance of each transversal competency acquisition level has been increased, indicating inhomogeneous level acquisition. These results suggest that specific materials and strategies should be developed and implemented to guarantee adequate competency levels.

References:
[1] M.J. Garcia-Garcia et al., "Methodological changes in technical teaching in order to the European higher education area comparison between countries: Italy and Spain." Procedia-Social and Behavioral Sciences 1.1 (2009): 2701-2706.
[2] Available: https://www.boe.es/diario_boe/txt.php?id=BOE-A-2020-3692
[3] Available: https://nitfoc3.etsit.upv.es/docencia/programa-integrado.html

Keywords:

Competency assessment, remote lecturing, COVID-19 lockdown.