Challenges and Experiences of Online Evaluation in Courses of Civil Engineering during the Lockdown Learning Due to the COVID-19 Pandemic

Abstract

As a consequence of the global health emergency in early 2020, universities had to tackle a sudden shift in their teaching–learning strategies so that the preset competences could be fulfilled. This study presents the learning outcomes of the implemented tasks, student experiences, and feedback, as well as some reflections from the instructors with a holistic perspective of the courses due to the adopted measures and adaptations. Six courses taught at civil engineering degrees of three universities, two from Spain and one from Peru, were analyzed. The teaching and evaluation strategies are described, and some reflections are made by comparing the student’s performance with the previous course. Though the shift to online learning had to be made from day to day, with no time for preparation, the experience has proved that online learning can be beneficial in some aspects and has probably come to stay, although some other aspects are difficult to replace with respect to face-to-face learning, especially students’ engagement and motivation. The significance of this study relies on a description of the challenges that arose due to the global public health and an assessment of the results of the implemented strategies to account for both teaching and evaluation in modules of civil engineering. After the acquired experience, new questions have arisen, e.g., what type of content is (and what is not) adequate or suitable for online exams? What features have come to stay? Has higher education taken a step forward to tomorrow’s education?

The impact of emergency remote teaching on a blended engineering course: perspectives and implications for the future

“…The motivation of a self-directed online learner (curiosity, interest, and intrinsic based self-improvement) (Bonk et al 2015) is noted though individual motivational drivers were not required to answer the research questions. Higher attrition rates associated with online learning as discussed by Stone (2019) and García-Alberti et al (2021) could not realistically be observed in this study as it was not a longitutidanal study. Nevertheless, it was noted that high attrition rates can possibly be mitigated by offering services (personal counselling and mental health/ career guidance) to the online students.…”

Some Web-Based Experiences from Flipped Classroom Techniques in AEC Modules during the COVID-19 Lockdown

“…In addition, web-based learning has shown several advantages such as economics of scale, novel instructional methods, or flexible scheduling [25]. Among them, the possibility of overcoming barriers of distance has been of special interest during the COVID-19 pandemic situation [26]. Moreover, web-based learning became an attractive alternative for training during several months in most of the developed countries.…”

“…Web-based learning frameworks have gained presence during the development of digital transformation of universities [28,33]. As students are digital natives, it appears necessary to identify their perspective on the use of technology in the academic context, as well as with what purpose and operations students use the technologies, and to understand what their expectations are [26,34]. At the same time, it seems attainable to harness the benefits of digital media to communicate with them and guide their training.…”

Distance Motor Learning during the COVID-19 Induced Confinement: Video Feedback with a Pedagogical Activity Improves the Snatch Technique in Young Athletes

“…The COVID-19 pandemic has affected educational and sports systems worldwide, leading to the near-total closure of schools, universities and collegesand, consequently, the closure of affiliated training centers for young athletes as a measure to curtail the spread of the infectious disease [1][2][3]. Meanwhile, this global health crisis is triggering the application of distance learning modalities in various fields [4], requiring educators to investigate alternative methods with which to enhance knowledge acquisition in these remote environments [5].…”