Abstract:

Across the globe, the spread of novel coronavirus COVID-19 has led to profound changes in social interaction and organization, and the education sector has not been immune. [1]. The pandemic due to COVID-19 has forced the adaptation of the degrees of university studies to on-line learning and assessment. In this work students have responded several surveys on the adaptation of courses with questions as: a) I am satisfied with the adaptation of the support/aid materials (for learning), b) Do I satisfactorily value the support and mentoring activities of the teacher in this period, c) The workload after adaptation is consistent and proportional to the ECTS credits of the course?

On the other hand, one of the most interesting aspects for students is usually that of the evaluation. Clearly this has also been adapted during the period of confinement at all universities [2]. In the courses analyzed in this study, continuous evaluation tests/exams previously carried out face-to-face were adapted to on-line non-face-to-face. Laboratory practices have also become virtual. In this case, videos and explanatory documents have been carried out, as well as experimental data have been provided. The laboratory evaluation has been validated on a specific online exam. The final exam has also been performed online using Meet-Google for interaction with students. In any case, the tools, mechanisms and protocols defined by the university have been used.

This study shows results of two Physics courses (one of an Agrifood degree and another of a degree of Industrial Engineering) involving a total of 155 students. The differences identified in both groups regarding adaptability are minor, highlighting the increased use of advanced technological tools in students of Industrial Engineering. On the other hand, if the percentage of approvals of this academic year is compared with those of previous years it is noted that the percentage of current approved has been around 80%, a result similar to that of previous years for the Agrifood degree but higher than 20% than the Engineering degree.
The experiences of these subjects and the others (with different teachers) have been shared using the Yammer collaboration tool and a comparison was also performed. Obviously, after COVID-19 a new education is coming [3].

References:
[1] M.P.A. Murphy. Contemporary Security Policy 41-3 (2020) 492-505.
[2] F.J. García-Peñalvo, A. Corell, V. Abella-García, M. Grande. Education in the Knowledge Societey 21 (2020) article 12.
[3] C. Azorín. Journal of Professional Capital and Community. DOI 10.1108/JPCC-05-2020-0019.

Keywords:

Physics, on-line learning, on-line assessment, COVID, higher education.