Post-COVID-19 Transition in University Physics Courses: A Case of Study in a Mexican University

Abstract

The extended confinement imposed by the COVID-19 pandemic lockdowns resulted in the imposition of online education for two years. Many students experienced their transitions to higher educative levels during this time, surely losing some academic learning as a consequence. On the other hand, this context could have promoted different types of competencies, until recently not explored, as a function of students’ personalities or academic profiles. Physics teaching is among those areas which have changed from its traditional methods during this period. The return to school during the ‘New Normal’ has resulted in certain concerns about students’ adaptability due to their possible lack of learning over this time. We analyse, in the current research, the transitions of three generations crossing several pandemic stages during their time participating in university physics courses during the first year, a common entry point for engineering programs. In addition, we analyse several academic traits as causal factors of academic success in order to understand how performance could be affected during online education and during the ‘New Normal’. The results highlight a general high level of adaptation for the most of the students, but still, some of them were affected in terms of the functioning of their learning styles or regarding their personality profiles. Notably, no meaningful losses were detected among the last transition; instead, several interesting aspects were found relating to academic profile appearing to have an effect on the students’ performance during the first transition to online education, and then during the second transition back to face-to-face education in the ‘New Normal’.

The Contextual Environment as a Catalyst for Change in the Learning Process and Learning Styles of Students

“…Personality can be defined as a symbolic characteristic that relates to the potential for activity in each individual. It presents itself as a brand image that differentiates individuals based on how they react to emerging events [1]. Several studies indicate that the COVID-19 pandemic has had a significant impact, albeit temporary, on the personality profile, well-being, and educational performance of secondary school students.…”

“…Education systems at various levels have undergone significant changes due to the global calamity caused by the recent COVID-19 pandemic. Although education systems vary from country to country, the period corresponding to the pandemic has had and will continue to have a significant impact on education and future generations for many years [1].…”

COVID-19 the Gateway for Future Learning: The Impact of Online Teaching on the Future Learning Environment

“…A recent poll revealed that 75% of educators believe digital content will replace textbooks by 2026. Choosing which innovations to bring into the classroom is somewhat of a challenge [2,16]. Students must use many cognitive, motivational, behavioral, and contextual components to be successful in digital learning.…”

The Paris Conference on Education 2023: Official Conference Proceedings

“…However, the rapid return to face-to-face teaching and learning and the stabilization of enrollment patterns suggest that the changes will only lead to a partial transformation of higher education as a face-to-face experience. Thus, higher education institutions may introduce some necessary new procedures long-term (Delgado, 2022, Marinoni et al, 2020, Plakhotnik, M. S. et al 2021. We can ask whether university students will be sufficiently prepared for a professional career in continuity with the market's and society's needs?…”