Abstract
The confinement and migration from face-to-face to open access, online or blended/hybrid education modality caused because of the coronavirus crisis has forced a readaptation of education with enormous deficiencies at all levels. This work analyzes the viewpoint of a group of students from the Universidad Técnica Particular de Loja (Ecuador) regarding the current state of emergency from a descriptive and correlational quantitative methodological conception, based on the application of an instrument made up of six thematic blocks: socio-demographic situation, use of ICT, importance of ICT, methodology, didactic techniques, and study modality. The main results show that students are not yet convinced that a virtual modality is better than face-to-face. However, there are groups that value positively the use of ICTs mainly for recalling information, self-learning, and motivation. The techniques most valued by students are the traditional ones: teacher explanation and individual work. However, they give a low value to individualization as a methodological principle under which these techniques are based.
Highlights
The COVID-19 pandemic has caused an unprecedented crisis in all areas
Academic institutions focused on face-to-face education models had to face several challenges in this transition, among others, adjusting a fully online model that responds to careers in the area of engineering that are traditionally developed in face-to-face environments [2]
The starting hypothesis is to verify if there is a significant statistical relationship between the importance and valuation of Information and Communication Technologies (ICT), methodology, and didactic techniques used by university students
Summary
The COVID-19 pandemic has caused an unprecedented crisis in all areas. Since its onset, more than 1.5 billion students worldwide have been affected by the closure of institutions and the educational changes they had to face [1] as they moved in a short transition period from face-to-face to online or blended/hybrid education. Academic institutions focused on face-to-face education models had to face several challenges in this transition, among others, adjusting a fully online model that responds to careers in the area of engineering that are traditionally developed in face-to-face environments [2]. Abreu [3], Camacho et al [4], and Rogero-García [5] highlight the digital divide, an unprepared teaching staff for this new normality, and the increase in inequalities in learning. To this must be added the differences in resources, materials, and technological infrastructure of families, which negatively affect the educational development of students [6,7], manifestations of inequity and social exclusion [8,9]
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