July 26, 2021
July 26, 2021
July 19, 2022
This work presents the latest results on how to successfully apply a hybrid and flexible model for teaching Engineering Courses, particularly Structural Mechanics courses to students from Architecture and Civil Engineering programs during emergency conditions such as those due to the Covid19 Pandemic. During the first term of the year 2020, most universities around the world had to move to an online teaching model. In the case of our university, the first term of 2020 had started on campus on February 7th and it was during mid-March that the decision was made o go fully online, based on nation wide cases of Covid19 being confirmed. Our university was the first university making such a move in Mexico and in order to prepare for the online model, a week was given to all professors and instructors to adapt their courses before going fully online on the third week of March, 2020. In the case of the courses being currently taught by one of the authors of this work, they were already being taught in a hybrid manner, combining asynchronous offline sessions with synchronous sessions in the classroom. This model has been used for the last few years with tremendous success in the performance of the students and their overall satisfaction as it has been shown in . For the pandemic conditions, the synchronous sessions were changed from the classroom on campus to the online classroom with videoconferencing. Some new types of activities were included for online teaching such as video documentaries and also some modifications were made to the standard synchronous sessions, which are also discussed in this work. A total of 135 students have taken the courses that use this model during the spring term, summer term and fall term of 2020. The students come from different cities across Mexico and are located in three different time zones. These students answered a survey that include several aspects of the online experience: problems faced by students when connecting online, type of connections available at their homes, preferred type of sessions, courses that are better suited for online teaching and their personal experience with the course, among others. This paper shows the results of the analysis of the questions answered by the students and some important graphs are included. Some recommendations are also given that future implementations of hybrid and flexible (HyFlex) models can take into account for a better overall experience of both, students and professors. This model can also be applied for the new normality where some toggle terms are expected, that this, some weeks on campus and some weeks with online teaching as new covid19 cases are detected in each region.
Rodriguez-Paz, M. X., & Gonzalez-Mendivil, J. A., & Zamora-Hernández, I., & Zarate-Garcia, J. A., & Nuñez, M. E., & Sayeg-Sánchez, G. (2021, July), A Hybrid and Flexible Model for Structural Engineering Courses: Lessons Learnt During the Covid-19 Global Pandemic Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36587
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