1 Universidad Rey Juan Carlos (SPAIN)
2 Universitat de València (SPAIN)
3 IFF Benicarló (SPAIN)
About this paper:
Appears in: EDULEARN22 Proceedings
Publication year: 2022
Pages: 6868-6873
ISBN: 978-84-09-42484-9
ISSN: 2340-1117
doi: 10.21125/edulearn.2022.1614
Conference name: 14th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2022
Location: Palma, Spain
Over the last year, research has proliferated regarding the impact of COVID-19 on our society and, therefore, also on education. In the case of Higher Education, and in response to the change to non-face-to-face or hybrid teaching formats, the training offer aimed at teachers on the use of communication platforms, preparation of audio-visual material, etc. was increased. The ultimate goal, in any case, was to reach the students in an optimal way. It seems, therefore, the ideal moment to analyze how the student body has perceived the impact that the health alarm situation has had on the stages of their learning process and how they have valued the management of the teaching staff. It would also be possible to discern whether said perception has been similar by considering potentially influential factors, such as the type of teaching (face-to-face, hybrid or online).

In order to answer the questions raised, a stratified and casual sample has been extracted, comprised of degree students from the Universitat de València and the Rey Juan Carlos of Madrid, corresponding to two areas of knowledge (Social Sciences and Engineering), who were requested to complete an ad-hoc questionnaire. An initial descriptive analysis allows us to conclude that, although the stages most impacted by the health crisis were those of motivation and assimilation of the subjects, the impact was smaller when the sessions were held face-to-face. On the other hand, the measures adopted by the teaching staff were very well received, since the global average score was higher than 8 (out of 10). When the data is disaggregated by teaching modality, a higher score is observed for the face-to-face and hybrid modalities, although it is lower for the online modality.
Teaching-learning process, teaching modality, perception, faculty management, exploratory analysis.