Abstract
Virtual tools are frequently used in education. Among them, the use of virtual laboratories could be an interesting alternative to strengthen the practical concepts of the students, especially in the current paradigm in which the presence of students is often not possible. For this reason, the aim of this study was to analyse the use of different digital tools for the improvement of the teaching process during the COVID-19 pandemic period. To this end, a comparison of the application of different digital alternatives was carried out, evaluating the differences found with previous teaching courses. The results indicate that, although students welcome these activities, they cannot replace face-to-face practices, being considered as a complementary activity.
Highlights
There are 83 higher-education institutions in Spain
The change in the methodology did not affect the final mark of the students, which can be adapted in all cases
Face-to-face practical lectures Educational videos Virtual lab Regarding the segmentations, an increase was observed in the marks obtained by the students of the double degrees with respect to those of the simple degree, without significant differences, except in the case of the face-to-face practical lectures
Summary
There are 83 higher-education institutions (universities and permanent training centres) in Spain. Due to the global pandemic caused by COVID-19, face-to-face teaching has had to be adapted to a virtual paradigm [2] In this way, the majority of Spanish highereducation centres have adopted a strategy where the theoretical classes are developed virtually. This presence is not easy, since most practical credits, especially in the area of science and engineering, are developed in small laboratories In this way, in order to comply with the maximum capacity and the minimum safety distance between the students, the number of practice groups had to be increased or, which has been more recurrent, the number of practical hours per student had to be reduced in order to be able to carry out the practical lectures without the need to increase the number of working hours of the faculty. Could this deficit not be alleviated through the use of technological tools?
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