The Digital/Technological Connection with COVID-19: An Unprecedented Challenge in University Teaching

Abstract

In March 2020, due to the COVID19 virus that is spreading throughout the world, Spain lives an anomalous situation concerning the normal course of basic, secondary, and higher education. On March 2nd, 2020, the state authorities announced the end of face-to-face teaching in schools and universities. Then nothing suggests that a week later all classes went canceled. However, this unusual fact does not end with the teaching-learning process, forcing all educational institutions, as well as the teaching community to reinvent themselves to continue with online teaching. This is the only possible way to do it. The authors must face a specific scenario to readapt the learning-teaching process. The way of teaching of the University of La Rioja is online but it will have to face some problems. The Polytechnic University of Madrid classroom education is compulsory, so there is a big gap between what teachers are used to and what they will have to face. This crisis makes us reflect on new technologies as necessary and essential tools in the new teaching-learning scenario presented. But it must also go beyond considering only the tools available to do it. Reflection must also consider the members of this process and those who eventually make possible education to take place.

The Impact of the COVID-19 Pandemic on the Quality of Educational Process: A Student Survey

“…Engineering students need technological equipment, tools and devices, models, machine-tools etc. Practical applications cannot be replaced by online learning [ 11 , 29 ].…”

Students’ Acceptance of the COVID-19 Impact on Shifting Higher Education to Distance Learning in Poland

“…They have found out, for instance, that 60.6% feel confident or strongly confident in their ability to facilitate online teaching and assessment, with those from computer sciences and education being more confident; 72.7% consider their institutions to be supportive in facilitating the move to online learning and teaching; 81.7% state they can access appropriate technologies to support their online teaching and assessment. Researchers Nuere and de Miguel, after observing two universities in Spain during the pandemic, have come to the following conclusions (among others): universities that were used to conducting online classes before have minimal problems working in new conditions; teaching/learning online is particularly problematic for courses like drawing, chemistry, or electronics (were presence in the laboratory is required); the quality of online teaching tools strongly affects the quality of the process [14].…”

COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

“…Universities and higher education institutions have faced more complicated situations during the COVID-19 pandemic, especially those needing special equipment, laboratories, or face-to-face contact, e.g., medical students with patients. Some researchers have noticed that online learning can be problematic for courses where laboratory presence is required, like drawing, chemistry, electronics [35], and instrumental music [36]. On the other hand, researchers discovered that using Massive Online Open Courses MOOC for teaching journalism and communication has a positive potential, in terms of using technology and improving interactivity among students and tutors [37].…”