ASSESSING AN ACADEMIC YEAR OF BLENDED LEARNING
M.J. Rupérez,
J.M. Navarro-Jiménez,
S. Gregori,
V.T. Andrés,
E. Nadal,
A.M. Pedrosa,
A. Rovira,
R. Benavente,
O. Sahuquillo,
A. Sonseca,
J. Martínez-Casas,
S. Martínez-Sanchis,
E.M. Sánchez-Orgaz,
J. Giner-Navarro,
P. Vila,
J.J. Ródenas,
J.L. Suñer-Martínez,
A. Pruna,
E. Klyatskina,
A.V. Escuder,
J. CarballeiraUniversitat Politècnica de València (SPAIN)
In this paper, the 2020-2021 academic year is assessed by the students of some subjects from the Universitat Politècnica de València. Given the exceptional situation of reduced attendance due to the global pandemic, that academic year was developed in a blended learning environment, face-to-face and online.
With the purpose of assessing that academic year, we selected students of the third and fourth year of some Bachelor's Degrees, and students of the first year of Master's Degrees related to mechanical and material engineering. Due to the global pandemic, these students had experienced the three types of teaching: face-to-face, online and hybrid.
The assessment was carried out using the Google Forms tool. The students were asked to assess:
1.Their performance during the 2020-2021 blended learning year compared to other years of face-to-face learning.
2. The teaching quality, in general, depending on the modality indicated.
3. The tools used in blended learning.
More than 300 surveys were answered and evaluated to draw interesting conclusions such as that many of them consider that their performance worsened, that they lost motivation and that they had difficulty in following the classes.