Virtual learning approach to biological engineering courses in Uruguay during COVID-19

Abstract

PurposeIn times when digitized and blended learning paradigms are getting more profuse, the COVID-19 pandemic substantially changed the dynamics of this program, forcing all the courses to migrate to virtual modality. This study highlights the biological engineering courses at the University of the Republic (Universidad de la República) in Uruguay pertaining to the adaptations to virtual learning environments during the COVID-19 pandemic and analyzing its impact through the courses taught in the virtual setting.Design/methodology/approachGlobal education has seen a significant paradigm shift over the last few years, changing from a specialized approach to a broader transdisciplinary approach. Especially in life sciences, different fields of specializations have started to share a common space in the area of applied research and development. Based on this transdisciplinary approach, the Biological Engineering program was designed at the University of the Republic (Universidad de la República), Uruguay.FindingsThe new challenges posed by the virtual modality on the pedagogical areas like course design, teaching methodologies and evaluations and logistical aspects like laboratory-setting have sparked a considerable change in different aspects of the courses. However, despite the changes to virtual modality in this year, the student-performance showed an overall improvement compared to the last year.Originality/valueWith the changing direction of pedagogy and research in biological engineering across the world, it is quintessential to adapt university courses to the same, promoting an environment where the scientific and engineering disciplines merge and the learning methodologies lead to a dynamic and adaptive ubiquitous learning environment.