Assessment of engineering students on the teaching strategies of the teacher in virtual classes, Lima 2021

Abstract

Introduction. Face-to-face education has been abruptly replaced by virtual education in the face of the pandemic since 2020. In this context, difficulties of a structural nature were made visible, such as the lack of technological tools, of personnel in terms of ignorance of ICTs and didactics that teachers were to use. Objective. To determine the perception of engineering students about the didactic strategies in the virtual classes of teachers in a public university in Lima, 2021. Materials and methods. A Likert scale questionnaire was used to collect information. The research was of a quantitative type with a descriptive cross-sectional design. Results. 50 % have a perception that teachers use teaching strategies in virtual classes. Conclusion. The students' perception of teaching strategies in virtual engineering classes is mostly favorable; with an acceptance of 62 % the activation strategy; 61 %, the organization of the learning strategy; to a lesser extent, with 48 % the evaluation strategy; and with 29 %, the feedback strategy. This result indicates that it should be consolidated in the teaching tools and didactic strategies in virtual classes.