Abstract:

With this article we intend to analyze the transition from face-to-face teaching to remote learning in our students due to the pandemic from February to June 2021. About the methodology, a questionnaire was constructed consisting of two groups of closed-answer questions and three open-answer questions. In the first group of closed questions, students should mark their agreement degree with statements presented, based on the following Likert scale: strongly disagree >> disagree >> neither agree nor disagree >> agree >> strongly agree. In the second group of questions, students should indicate the category “strength” or “weakness” depending on their opinion regarding the listed aspects. The questionnaire aimed to understand what were the main challenges that students faced when they started having online classes at the university for the first time. Most of 280 students pointed out as weaknesses the online tests (in distance tutoring), the impossibility of interacting and socializing with colleagues and teachers, the difficulty in concentrating or managing time in response to overload of work, the need of spending many hours in front of a computer. And as strengths, most students preferred to make oral presentations of their works on Colibri/Zoom platform, greater availability of time to prepare individual work, study and also the recognition of teachers rapid adaptation to new teaching modality, always having the proper support and accompaniment. Most students mentioned preferring face-to-face teaching (93%) next year, due to existence of better conditions for learning, activities and practical contents, more adequate and effective teacher monitoring, existence of better results and by the nature of assessment.

Keywords:

Face-to-face teaching, remote learning, pandemic.