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Results of a university experience, comparing face-toface, online and hybrid teaching in a context of Sarscov19

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Results of a university experience, comparing face-toface, online and hybrid teaching in a context of Sarscov19

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dc.contributor.author Tort-Ausina, Isabel es_ES
dc.contributor.author Gómez-Tejedor, José-Antonio es_ES
dc.contributor.author Molina Mateo, José es_ES
dc.contributor.author Riera Guasp, Jaime es_ES
dc.contributor.author Meseguer Dueñas, J. M. es_ES
dc.contributor.author Martín-Cabezuelo, R. es_ES
dc.contributor.author Vidaurre, Ana es_ES
dc.date.accessioned 2023-01-13T07:22:10Z
dc.date.available 2023-01-13T07:22:10Z
dc.date.issued 2022-07-06 es_ES
dc.identifier.isbn 978-84-09-42484-9 es_ES
dc.identifier.uri http://hdl.handle.net/10251/191301
dc.description.abstract [EN] The irruption of sarscov19 in the spring of 2020 was a challenge for everyone, particularly university teaching, where solutions had to be improvised urgently. Technological resources and online teaching played a fundamental role, and the involvement of students, teachers and administration led to an acceptable outcome. After the first impact of the pandemic, new alternatives compatible with the protocols of social distancing and health security were proposed in the planning for the academic year 2020-2021. As in many other universities, a synchronous hybrid learning (SHL) model was offered at the Universitat Politècnica de València (UPV), combining online learning and face-to-face (F2F) activities. In the SHL model, some students attended classes in-person (the room capacity limited the number according to the minimum distances between people required) and stream for the rest of the students, who followed the class simultaneously. In addition, the classes were recorded to enable their asynchronous use. SHL was only used when the conditions were favourable. Vulnerable teachers were teaching entirely online in their groups. When the number of students in a group was small enough, teaching was fully F2F, maintaining the online option only for vulnerable or confined students. The laboratory practices followed a similar hybrid scheme. The tutorials were attended by email or videoconference, and the exams were preferably in-person, with ad hoc solutions in the cases of confined or vulnerable students. Between February and June 2021, a pilot experience was carried out in the Electricity course of the degree in Electronic Engineering and Industrial Automation at the UPV. Three groups were taught with a different methodology: online, SHL and F2F teaching. Planning, academic resources, and evaluation were the same in the three groups. All three followed active flipped classroom methods. In this paper, the student's academic outcomes and the results of opinion surveys conducted on the activities are presented. Results are analysed in terms of the three groups/methodologies showing reasonable doubts about the SHL model where, the academic results and the student's opinions are significantly lower than the other two methodologies. These results could help to decide the best methodological solution if we had a similar situation in the future. es_ES
dc.description.sponsorship Authors would like to thank the Institute of Education Sciences of the Universitat Politècnica de València (Spain) for supporting the Teaching Innovation Group e-MACAFI and for the financial support through PIME Project PIME 20-21/220 and PIME Project PIME/2018/B25. es_ES
dc.language Inglés es_ES
dc.publisher IATED es_ES
dc.relation.ispartof Proceedings 14th annual International Conference on Education and New Learning Technologies (EDULEARN22) es_ES
dc.rights Reserva de todos los derechos es_ES
dc.subject Synchronous hybrid learning es_ES
dc.subject Sarscov19 es_ES
dc.subject Flipped classroom es_ES
dc.subject Students' academic outcomes es_ES
dc.subject Opinion survey es_ES
dc.subject.classification FISICA APLICADA es_ES
dc.title Results of a university experience, comparing face-toface, online and hybrid teaching in a context of Sarscov19 es_ES
dc.type Comunicación en congreso es_ES
dc.type Capítulo de libro es_ES
dc.identifier.doi 10.21125/edulearn.2022.0258 es_ES
dc.relation.projectID info:eu-repo/grantAgreement/UPV//PIME%2F20-21%2F220/ es_ES
dc.relation.projectID info:eu-repo/grantAgreement/UPV//PIME%2F2018%2FB25//Proyectos de Innovación y Mejora Educativa (PIME)/ es_ES
dc.rights.accessRights Abierto es_ES
dc.contributor.affiliation Universitat Politècnica de València. Escuela Técnica Superior de Gestión en la Edificación - Escola Tècnica Superior de Gestió en l'Edificació es_ES
dc.contributor.affiliation Universitat Politècnica de València. Escola Tècnica Superior d'Enginyeria Informàtica es_ES
dc.contributor.affiliation Universitat Politècnica de València. Escuela Técnica Superior de Ingeniería del Diseño - Escola Tècnica Superior d'Enginyeria del Disseny es_ES
dc.description.bibliographicCitation Tort-Ausina, I.; Gómez-Tejedor, J.; Molina Mateo, J.; Riera Guasp, J.; Meseguer Dueñas, JM.; Martín-Cabezuelo, R.; Vidaurre, A. (2022). Results of a university experience, comparing face-toface, online and hybrid teaching in a context of Sarscov19. IATED. 896-905. https://doi.org/10.21125/edulearn.2022.0258 es_ES
dc.description.accrualMethod S es_ES
dc.relation.conferencename 14th International Conference on Education and New Learning Technologies (EDULEARN 2022) es_ES
dc.relation.conferencedate Julio 04-06,2022 es_ES
dc.relation.conferenceplace Palma de Mallorca, Spain es_ES
dc.relation.publisherversion https://doi.org/10.21125/edulearn.2022.0258 es_ES
dc.description.upvformatpinicio 896 es_ES
dc.description.upvformatpfin 905 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.relation.pasarela S\469384 es_ES
dc.contributor.funder Universitat Politècnica de València es_ES


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