Promoting Students’ Learning and Involvement Under Demanding Remote Environments

Abstract

Teachers, students and schools were put to test and changed overnight the way they taught and learned due to the COVID19 pandemic. In general, schools adopted a remote or hybrid regime of synchronous classes and continued to try to develop the outlined learning objectives. Based on active learning methodologies, this chapter shows how the curricular design of 4 courses adapted over 3 semesters. It analyses the iterative modifications carried out by 2 head-teachers, based on their reflections. The results about the learning, engagement and perception of 416 students were analyzed. Several factors that teachers and students felt were productive, regarding their engagement and learning in demanding remote/hybrid environments, were identified: diversification of resources and assessment moments during the semester; remote classes with moments of contextualization, discussions and questioning, prior dissemination of lecturing videos; regular completion of quick online assignments; use of project or experimental work with timely and regular feedback. Most students considered these factors very important in keeping their involvement in the course and developing the pursued competences.