Challenges, benefits & drawbacks of chemical engineering on-line teaching during Covid-19 pandemic

Aprendizaje basado en proyecto en la arquitectura a través de herramientas online

“…El interés de este artículo y de esta experiencia no es tanto el aprendizaje basado en proyectos de la que hay una amplísima trayectoria a lo largo de los años en el campo de la enseñanza de la arquitectura, como el hecho de que, adaptándose a la coyuntura derivada del COVID 19, se han empleado herramientas on-line que, pese a las dificultades, han derivado en experiencias muy valiosas y con resultados objetivos notables. Como se puede ver a continuación, la experiencia propuesta por este artículo no es única ni tan novedosa en el ámbito universitario, ya que son numerosos los estudios que presentan los retos a superar, barreras, debilidades, estrategias o reflexiones en relación a la docencia online durante el COVID-19 (Ghasem y Ghannam, 2021;Li, et al, 2021;Daumiller, et al, 2021;Lapitan, et al, 2021;Higgins, et al, 2021;Chand, et al, 2021). Sin embargo, siendo la primera experiencia en aplicar la metodología ABP en esta asignatura y añadiendo el reto de tener que impartir bajo el formato de docencia online, el presente trabajo muestra los instrumentos y las estrategias empleadas para dar una rápida respuesta a una situación de emergencia sanitaria en la enseñanza de la asignatura de Acondicionamiento Ambiental II de la UPV/EHU.…”

Work Values Predict Job Satisfaction among Chinese Teachers during COVID-19: The Mediation Role of Work Engagement

“…In education, several countries have adopted measures like lockdown (total closure of schools), adoption of relevant technologies [7], promotion of personal hygiene, social distancing, wearing of masks, new teaching protocols, adjustment of curricula, and distance learning as precautionary actions to reduce COVID-19 transmission in schools [1,8]. Notwithstanding, several setbacks have been reported to hinder the smooth implementation of new changes in teaching and learning [9]. Teachers' readiness, competence level, and perceived or actual organizational support have hampered the processes of education transformation during COVID-19.…”

“…Although after the outbreak of the novel virus of COVID-19, many teachers adopted online and blended strategies of teaching and learning [9], their acceptability has been very marginal, as they still perceived face-to-face as their most preferred instructional method [18]. Nevertheless, the literature suggests that the success of the online teaching system depends on teachers' willingness to use the system, availability of teaching facilities, and their level of preparedness.…”

Online chemical engineering education during COVID-19 pandemic: Lessons learned from Pakistan

“… Lapitan et al (2021) highlighted that stable internet connections and instructor’s familiarity with teaching tools and software were major challenges. The researchers also pointed out that countries with fewer technical resources must consider the socio-technical challenges when designing course content and delivery, while Ghasem and Ghannam (2021) found that technical obstacles like the availability of devices and internet connectivity were not significant problems for students in technologically advanced countries. The researchers surveyed students of chemical engineering in UAE and found concentration during the online sessions with limited student-instructor interactions was difficult, and technical discussions with advisor online were challenging, particularly for student projects.…”