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Abstract
The aim of this study is to determine the perceptions of university students toward teaching–learning processes during the COVID-19 pandemic. This research gathers inquiries made worldwide on the perceptions of students in higher education during a state of alarm. The proposed objectives were (a) to analyse the perception of students toward teaching–learning processes in university; (b) to determine the assessment given by students about the changes that took place in university teaching as a result of COVID-19; and (c) to explore resources (hardware and software), professional collaboration, digital pedagogy and student empowerment (motivation) regarding digital education and recent changes in university teaching due to the pandemic. This study used a non-experimental, descriptive design based on opinion polls or surveys. The results show a positive correlation between digital pedagogy, student motivation and digital environments. As a conclusion, we encourage the scientific community to continue delving into the motivation, collaboration and reflective exchange of experiences, self-learning and promotion of initiatives that foster the development of competencies in future teachers. It is also important to continue the research on integrated designs in training processes in university, tutoring and continuous evaluation, as they are key for digital transformation in universities.
Highlights
The present study is but one grain of sand in the plethora of existing studies on the perceptions of students during a state of alarm [1]
The specific aims were (a) to analyse the perceptions of university students toward digital transformation in university teaching; (b) to determine the valuation given by university students about the digital transformation that occurred in university teaching as a result of COVID-19; and (c) to explore the resources, professional collaboration, digital pedagogy and student empowerment with respect to digital education and the recent changes in university teaching due to the pandemic
They considered that their own devices help them learn the subjects better than the ones provided by the faculty/school (ᾱ = 3.54; σ = 1.17)
Summary
The present study is but one grain of sand in the plethora of existing studies on the perceptions of students during a state of alarm [1]. The pandemic unexpectedly hit higher education, leading to quick decisions made and actions taken, as shown by the results of systematic reviews [1], all of which are focused on the students’ perceptions toward the new, urgent and unexpected educational situation. This study is framed within this line of research between face-to-face and virtual teaching, highlighting key aspects of hybrid higher education models [2], with educational technology and virtual environments as central elements [3]. Students who have access to a good Wi-Fi connection and modern computers overcome the barriers of a hybrid model from the point of view of infrastructure. Reviews on the incorporation of bimodal higher education underline the importance of digital pedagogy compared with digital resources, which was one of the main topics in pre-pandemic articles [4]
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