Distance Learning In Time Of Crisis: A Case Study At The School Of Agricultural Engineering And Environment Of Universitat Politècnica De València

Abstract

[EN] Higher education is continuously evolving to keep up with the challenges posed by the introduction of information and communication technologies (ICT) to education. In this sense, distance learning is booming, with an increasing number of higher education students taking advantage of the flexibility remote learning provides. The School of Agricultural Engineering and Environment (ETSIAMN) of Universitat Politècnica de València (UPV) has been gradually incorporating ICT tools in its bachelor and master degrees for the last two decades. As a result, many college students and university instructors are familiar with ICT techniques. However, the unprecedented COVID-19 crisis has put distance learning in the spotlight like never before, forcing students, faculty, and staff to adapt to the new situation with hardly any preparation time. For that reason, it is convenient to analyse in depth the results and impact of the teaching and evaluation methodologies developed and applied during this critical period, as a way to detect and amend potential inefficiencies in the learning process. The specific goal of this study was to analyse the teaching period during the COVID-19 crisis in ETSIAMN, which covered the spring semester of the academic year 2019-2020. To this purpose, 114 instructors and 274 students were surveyed in July 2020, belonging to four bachelor degrees (agricultural and biological engineering; forestry engineering; food engineering; and biotechnology), and three master degrees (agricultural and biological engineering; forestry engineering, and oenology). Regarding the experimental design for the survey, three main blocks were identified: the first block corresponds to teaching methodologies, comparing students and faculty preferences for distance lecturing; the second block focuses on evaluation modalities and exam configurations; and the final block centers on the difficulties found by both students and lecturers along the adaptation process from conventional to distance teaching. Results showed that instructors and students preferred a combination of live streaming with recorded lectures, being multiple choice the favourite examination type, although many students rated first a project-based evaluation. Overall, students rejected tests with no possibilities to go back on already answered questions, and instructors mostly preferred limiting the time to complete the on-line tests. The lack of motivation was the main barrier encountered by students to achieve an effective learning. Finally, a set of counterweighting measures to improve and promote the successful implementation of distance learning in engineering colleges is proposed.