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dc.contributorUniversitat Ramon Llull. La Salle
dc.contributor.authorPetchamé Sabartés, Josep
dc.contributor.authorIriondo Sanz, Ignasi
dc.contributor.authorVillegas Portero, Eva
dc.contributor.authorRiu Vila, David
dc.contributor.authorFonseca Escudero, David
dc.date.accessioned2021-07-12T17:59:31Z
dc.date.accessioned2023-10-02T06:28:24Z
dc.date.available2021-07-12T17:59:31Z
dc.date.available2023-10-02T06:28:24Z
dc.date.created2021-03
dc.date.issued2021-06
dc.identifier.urihttp://hdl.handle.net/20.500.14342/3207
dc.description.abstractThe COVID-19 pandemic significantly disrupted traditional face-to-face teaching world-wide and forced education institutions to adopt new, online teaching formats to enable students tocontinue with their studies. This research focuses on students’ perceptions of three teaching differentmodalities: face-to-face (F2F), Emergency Remote Teaching (ERT) and Smart Classroom (SC), whichwere implemented in response to the restrictions enforced to combat the spread of COVID-19. Aqualitative study based on two user experience techniques, Pocket Bipolar Laddering and EmotionalAppraisal, was carried out on a group of second-year ICT engineering university students at La SalleCampus Barcelona. The former technique consists in identifying a maximum of three positive andthree negative salient items, while the latter is intended to rate pairs of opposite feelings. In the SCformat, saving time on travel to university was considered an advantage of online learning, whiledisadvantages included less effective instructor–student interaction, distractions when off-campusand teamwork issues. These shortcomings can be addressed by specific online teaching training todevelop a more active form of learning and foment student participation. However, both ERT andSC modalities were considered effective solutions to cope with the social and mobility restrictionsimposed during the pandemic.spa
dc.format.extent23 p.cat
dc.language.isoengcat
dc.publisherMDPIcat
dc.relation.ispartofSustainability, 2021, 13 (12)cat
dc.rightsAttribution 4.0 International
dc.rights© L'autor/a.
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.sourceRECERCAT (Dipòsit de la Recerca de Catalunya)
dc.subject.otherPandèmia de COVID-19, 2020-cat
dc.subject.otherEnsenyament universitari -- Innovacions tecnològiquescat
dc.subject.otherEnsenyament a distànciacat
dc.titleComparing Face-to-Face, Emergency Remote Teaching and Smart Classroom: A Qualitative Exploratory Research Based on Students’ Experience during the COVID-19 Pandemiccat
dc.typeinfo:eu-repo/semantics/articlecat
dc.typeinfo:eu-repo/semantics/publishedVersioncat
dc.rights.accessLevelinfo:eu-repo/semantics/openAccess
dc.embargo.termscapcat
dc.subject.udc004
dc.subject.udc62
dc.identifier.doihttps://doi.org/10.3390/su13126625cat
dc.relation.projectIDinfo:eu-repo/grantAgreement/SUR del DEC/SGR/2017-SGR-934cat


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Attribution 4.0 International
Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by/4.0/
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