Abstract:

Two key factors have helped the blended learning model to gain relevance in the last decades: the widespread availability of digital devices and resources and the fact that students lead technologically wrapped lives. Thus, current university education takes advantage of digital content, mobile devices, wireless communication and a range of pervasive elements to deliver learning experiences to students at anytime, anywhere, and at their own pace. In this regard, the recent lockdown experience suggests that e-textbooks and digital tools may represent an emerging paradigm that spreads higher education in diverse settings, so that students be involved in authentic learning contexts with immersive experiences in order to achieve significant learning.

The recent confinement experience has entailed big efforts by both lecturers and learners to accomplish the expected competencies. One of the core issues was how to adapt to the students needs and the remote teaching-learning environment. Among the variety of decisions and strategies to address this shift, digital resources have played a paramount role. They do not only refer to printed material stored in a digital format, but also to multimedia resources and digital interactive elements. The term e-textbook also comprises virtual environments, learning management systems (LMS) and other digital multimedia resources to support tutor-paced student learning.

This paper gathers the findings from the design, implementation and usage of e-textbooks and digital resources in some Civil Engineering modules during the recent confinement situation caused by the pandemic. They mainly consisted of online videoconference classes, pre-recorded videos, both individual and teamwork assignments and tutorials. These resources were intended for various functionalities and multi-purpose activities: remote teaching, autonomous learning and assessment. The underlying objectives are using technology to facilitate competency-based learning strategies and helping students to use technology for learning.

This study draws some conclusions from the impact of these experiences, including attitudes of both academic staff and students towards the use of e-textbooks, the limitations of their implementation, and the character of e-resources used before and after the face-to-face class suspension. The change resistance was overcome given the sudden mandatory use of e-resources and the results show that such resources encompassed a wide new amount of possibilities.

Indeed, the lockdown period was somehow an opportunity to increase the effectiveness and attractiveness of the educational process through the e-textbooks. In this regard, many publishers have placed their e-resources free of charge and gave access to digital resources during the period of confinement.
Furthermore, it appears that educational technology has arrived to stay and is gradually replacing paper-based textbooks in higher education. Besides, some end-of-semester surveys illustrate student perspectives on their experiences of e-textbooks as a substitute to face-to-face delivery. The lessons that were already taught by means of e-resources before the lockdown performed better.

The paper concludes with reflections on the use of ad-hoc online material and its effectiveness in blended learning and in a culturally inclusive education.

Keywords:

TICs in higher education, STEM disciplines, learning under lockdown, E-textbooks, e-resources, remote learning.