• Energy Research
• social sciences close

A quantitative study was carried out with the aim of analyzing the perspective of the students in relation to the factors that have influenced quality teaching during the confinement period resulting from the SARS-CoV-2 pandemic. To do this, an ad hoc questionnaire was designed and conducted in the months of June–July 2020. The sample consisted of 893 people who were studying at various Spanish universities. The results show little diversity in teaching methodologies; virtual teaching was carried out with the same parameters as face-to-face teaching. The role of the student body was one of passivity, consisting of little interaction with the teachers. Although it is true that there were no difficulties in following the course, there was limited attention paid to the emotional well-being of the students. Amongst the conclusions garnered significant, we point out the need to develop the adaptability of university teaching staff to unforeseen situations, as well as a continuing reflection on the model used in the teaching process mediated by digital technologies and the importance of promoting greater autonomy and self-regulation during learning.

The main objective of the study was to evaluate the interactions between students and schoolteachers during recess before and after the COVID-19 pandemic in primary schools in Catalonia (Spain). In a first phase, using an observational methodology, the behaviors of adults and students were diagnosed according to the type of school. The sample consisted of 23 schools, with 69 observations at different times of the school day. The COVID-19 outbreak made it necessary to extend the present study to identify changes in school recess forced by the pandemic. In this second phase, 34 school schoolteachers were interviewed. The results show little or no adult involvement during recess, beyond mere supervision, and the need for training to improve school recess management. Regarding the changes made during the pandemic, it is concluded that there was a good implementation of protocols, an increase in organization and a reduction in conflicts. The design of school recesses with the participation of schoolteachers and students is important, although during the pandemic, this idea has taken a back seat, with schoolteachers assuming the role of dividing groups and spaces, and supervising transitions. We emphasize the importance of training students to be more proactive in conflict resolution, to ensure self-care and individual and collective responsibility.

A quantitative study was conducted in order to know, from the perspective of university students, the relationship between the quality perceived (QP) during the period of confinement derived from the SARS-CoV-2 virus, with the variables teaching plan (PL), material resources (MR), interaction processes (IN), and the affective–emotional component (EM). An online questionnaire was designed, directed to students from 20 universities in Spain, with a total participation of 893 individuals. The results indicate that the perception of the students on the quality of online teaching is directly associated with the material resources provided by the professors and the professor–student interactions. However, this perception does not have any direct effect on the planning or the emotional state or affectation created by the unprecedented situation of confinement. Among the conclusions, we highlight the need for the universities to apply models of support and tutoring, especially for students in their first years at university, to develop competences such as autonomy, digital competence, and self-regulation, and the need for a change of approach of the students and the professors based on the new normality we are currently experiencing.