ArticleInternational journal of environmental research and public health2021
The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?
Article in International journal of environmental research and public health, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Empathetic communication in higher education: Implications for teacher success.Journal of education and health promotion · 2025Review
- COVID-19 and its impact on educational environment in India.Environmental science and pollution research international · 2022Article
- E-Portfolio as an Evaluative Tool for Emergency Virtual Education: Analysis of the Case of the University Andres Bello (Chile) During the COVID-19 Pandemic.Frontiers in psychology · 2022Article
- Teaching lessons learnt by civil-engineering teachers from the COVID-19 pandemic at the University of Burgos, Spain.PloS one · 2022Article
- Teaching control courses online during the covid-19 pandemic: some experiences at the University of Brescia.IFAC-PapersOnLine · 2022Article
- Reflections throughout the COVID-19 Lockdown: What Do I Need for Successful Learning of Engineering?International journal of environmental research and public health · 2021Article
- The Influence of Technology on Mental Well-Being of STEM Teachers at University Level: COVID-19 as a Stressor.International journal of environmental research and public health · 2021Observational
- One Year of Online Education in COVID-19 Age, a Challenge for the Romanian Education System.International journal of environmental research and public health · 2021Article
- EU27 Higher Education Institutions and COVID-19, Year 2020.International journal of environmental research and public health · 2021Article
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Authors and funding
4 authors.
Funding
Abstract
The major impacts of the COVID-19 pandemic are still affecting all social dimensions. Its specific impact on education is extensive and quite evident in the adaptation from Face-to-Face (F2F) teaching to online methodologies throughout the first wave of the pandemic and the strict rules on lockdown. As lesson formats changed radically, the relevance of evaluating student on-line learning processes in university degrees throughout this period became clear. For this purpose, the perceptions of engineering students towards five specific course units forming part of engineering degree courses at the University of Burgos, Spain, were evaluated to assess the quality of the online teaching they received. Comparisons were also drawn with their perceptions of the F2F teaching of the course units prior to the outbreak of the pandemic. According to the students' perceptions, the teachers possessed the technical knowledge, the social skills, and the personal capabilities (empathy and understanding of the at times troubled situation of each student) for a very abrupt adaptation of their courses to an online methodology. The shortcomings of the online teaching were related to its particularities and each teacher's personality traits. Overall, engineering teachers appeared well prepared for a situation of these characteristics and, if similar online teaching scenarios were ever repeated, the quality of engineering teaching appears to be guaranteed.
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