Due to the pandemic that is currently being experienced worldwide, educational institutions (HEIs) have had to reinvent and innovate the mode of teaching, in order to continue the process of training students at all e...Due to the pandemic that is currently being experienced worldwide, educational institutions (HEIs) have had to reinvent and innovate the mode of teaching, in order to continue the process of training students at all educational levels. Higher education has not been immune to this situation, the institutions of this educational level face various challenges in remote teaching: one of them, perhaps the most important, was to answer the question: How to get the student to continue their undergraduate studies remotely? In this sense, it was necessary, on the part of the students and the teachers, a preparation to go from the face-to-face to the virtual mode. This paper addresses the specific case of the analysis of the teaching-learning process of the Teaching-Learning Unit (UEA for its acronym in Spanish) of Structured Programming and Numerical Methods for Engineering at the undergraduate level, at the Universidad Autónoma Metropolitana, Unidad Azcapotzalco (UAM-A) and its relation to the student’s way of thinking. Likewise, the analysis will be carried out if the way of thinking of the students of the sample influences their academic performance when studying the subject of Structured Programming and Numerical Methods for Engineering.展开更多
During the COVID-19 pandemic crisis,many universities around the world made a drastic change by transferring most of their offline classes to emergency remote learning(ERL).The aim of this study was to explore how Chi...During the COVID-19 pandemic crisis,many universities around the world made a drastic change by transferring most of their offline classes to emergency remote learning(ERL).The aim of this study was to explore how Chinese students,who studied in United Kingdom(UK)and United States(US)universities during the 2020/21 academic year,perceive their experiences of remote learning.As the UK and the US have two relatively advanced education systems,the arrangements of their universities for ERL and their support for international students are worth exploring.Moreover,during the ERL,a portion of Chinese students had online classes in their home countries instead of the country in which their universities are located.Therefore,semi-structured interviews were carried out to explore the academic experiences and social interaction of students who studied in UK and US universities,while remaining in China.The data were analyzed using the thematic analysis method.The findings showed that ERL was perceived negatively by students despite its flexibility in areas of academic learning experiences and social interaction.展开更多
文摘Due to the pandemic that is currently being experienced worldwide, educational institutions (HEIs) have had to reinvent and innovate the mode of teaching, in order to continue the process of training students at all educational levels. Higher education has not been immune to this situation, the institutions of this educational level face various challenges in remote teaching: one of them, perhaps the most important, was to answer the question: How to get the student to continue their undergraduate studies remotely? In this sense, it was necessary, on the part of the students and the teachers, a preparation to go from the face-to-face to the virtual mode. This paper addresses the specific case of the analysis of the teaching-learning process of the Teaching-Learning Unit (UEA for its acronym in Spanish) of Structured Programming and Numerical Methods for Engineering at the undergraduate level, at the Universidad Autónoma Metropolitana, Unidad Azcapotzalco (UAM-A) and its relation to the student’s way of thinking. Likewise, the analysis will be carried out if the way of thinking of the students of the sample influences their academic performance when studying the subject of Structured Programming and Numerical Methods for Engineering.
文摘During the COVID-19 pandemic crisis,many universities around the world made a drastic change by transferring most of their offline classes to emergency remote learning(ERL).The aim of this study was to explore how Chinese students,who studied in United Kingdom(UK)and United States(US)universities during the 2020/21 academic year,perceive their experiences of remote learning.As the UK and the US have two relatively advanced education systems,the arrangements of their universities for ERL and their support for international students are worth exploring.Moreover,during the ERL,a portion of Chinese students had online classes in their home countries instead of the country in which their universities are located.Therefore,semi-structured interviews were carried out to explore the academic experiences and social interaction of students who studied in UK and US universities,while remaining in China.The data were analyzed using the thematic analysis method.The findings showed that ERL was perceived negatively by students despite its flexibility in areas of academic learning experiences and social interaction.
