Comparing Face-to-Face, Emergency Remote Teaching and Smart Classroom: A Qualitative Exploratory Research Based on Students’ Experience during the COVID-19 Pandemic
Clicks: 272
ID: 274109
2021
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
Emerging Content
30.0
/100
272 views
34 readers
AI Quality Assessment
Not analyzed
Readership in this journal
EmergingRanked #92 of 275 articles by views in sustainability
Most read
Least read
Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 275 in total.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
The COVID-19 pandemic significantly disrupted traditional face-to-face teaching worldwide and forced education institutions to adopt new, online teaching formats to enable students to continue with their studies. This research focuses on students’ perceptions of three teaching different modalities: face-to-face (F2F), Emergency Remote Teaching (ERT) and Smart Classroom (SC), which were implemented in response to the restrictions enforced to combat the spread of COVID-19. A qualitative study based on two user experience techniques, Pocket Bipolar Laddering and Emotional Appraisal, was carried out on a group of second-year ICT engineering university students at La Salle Campus Barcelona. The former technique consists in identifying a maximum of three positive and three negative salient items, while the latter is intended to rate pairs of opposite feelings. In the SC format, saving time on travel to university was considered an advantage of online learning, while disadvantages included less effective instructor–student interaction, distractions when off-campus and teamwork issues. These shortcomings can be addressed by specific online teaching training to develop a more active form of learning and foment student participation. However, both ERT and SC modalities were considered effective solutions to cope with the social and mobility restrictions imposed during the pandemic.
| Reference Key |
petchamé2021sustainabilitycomparing
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Josep Petchamé;Ignasi Iriondo;Eva Villegas;David Riu;David Fonseca;Petchamé, Josep;Iriondo, Ignasi;Villegas, Eva;Riu, David;Fonseca, David; |
| Journal | sustainability |
| Year | 2021 |
| DOI |
10.3390/su13126625
|
| URL | |
| Keywords |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.