The Impact of Online Teaching on Geology Degree Programs during COVID-19: A Case Study from the University of Barcelona (Spain)

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  • Author(s): Gemma Alías (ORCID Gemma Alías (ORCID 0000-0002-3125-8157); Alex Sendrós (ORCID Alex Sendrós (ORCID 0000-0002-0716-9322); Meritxell Aulinas (ORCID Meritxell Aulinas (ORCID 0000-0003-3795-3537); Jaume Bordonau (ORCID Jaume Bordonau (ORCID 0000-0002-5247-9039); Cristina Domènech (ORCID Cristina Domènech (ORCID 0000-0003-1958-4280); Eulàlia Masana (ORCID Eulàlia Masana (ORCID 0000-0001-8315-7561); Juan Diego Martín-Martín (ORCID Juan Diego Martín-Martín (ORCID 0000-0002-6530-6196)
  • Language:
    English
  • Source:
    Journal of Geoscience Education. 2024 72(4):288-302.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      15
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Foreign Countries; Universities; Geology; COVID-19; Pandemics; Electronic Learning; Academic Degrees; Online Courses; School Closing; Teacher Attitudes; College Faculty; Student Attitudes; College Students; Learning Activities; Strategic Planning; Research Methodology; Barriers; Virtual Classrooms; Classroom Environment
    • Subject Terms:
      Spain (Barcelona)
    • Accession Number:
      10.1080/10899995.2023.2165858
    • ISSN:
      1089-9995
    • Abstract:
      The sudden shift during the COVID-19 lockdown from face-to-face to online teaching clearly impacted degree programmes in Geology characterized by a substantial practical teaching methodology. This study analyses the suitability of online teaching in the degree at Geology of the University of Barcelona by: (a) describing the strengths, weaknesses, opportunities, and threats (SWOT) from the point of view of online teaching and learning, (b) addressing two surveys to teachers and students to explore the consequences of online teaching on learning and gained competencies, and (c) analyzing pre-, syn- and post-pandemic academic results. Results show that both teachers and students value the learning resulting from online activities and the acquisition of new skills. However, some perceived that critical competencies cannot be achieved online, such as the field and laboratory work required for professional development. Moreover, students had difficulties maintaining attention and starting discussions, while instructors had difficulties properly monitoring students such as to control exam fraud, due to the lack of the necessary tools. Online teaching during the pandemic influenced instructors' grading of students and likely led to some leniency with grading, as teachers admit, consistent with the higher student grades and decrease in second-chance examinations in 2019-20. We conclude that in a potential new online or blended teaching scenario, the full acquisition of practical and communicative competencies is a key point that should be accurately managed in Earth Science degree programmes.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1445227