The impact of online teaching on Geology degree programs during COVID-19: A case study from the University of Barcelona (Spain)

Abstract

The sudden shift during the COVID-19 lockdown from face-to-face to online teaching clearly impacted degree programmes in Geology characterized by a substantial practical teaching methodology. This study analyses the suitability of online teaching in the degree at Geology of the University of Barcelona by: (a) describing the strengths, weaknesses, opportunities, and threats (SWOT) from the point of view of online teaching and learning, (b) addressing two surveys to teachers and students to explore the consequences of online teaching on learning and gained competencies, and (c) analyzing pre-, syn- and post-pandemic academic results. Results show that both teachers and students value the learning resulting from online activities and the acquisition of new skills. However, some perceived that critical competencies cannot be achieved online, such as the field and laboratory work required for professional development. Moreover, students had difficulties maintaining attention and starting discussions, while instructors had difficulties properly monitoring students such as to control exam fraud, due to the lack of the necessary tools. Online teaching during the pandemic influenced instructors’ grading of students and likely led to some leniency with grading, as teachers admit, consistent with the higher student grades and decrease in second-chance examinations in 2019–20. We conclude that in a potential new online or blended teaching scenario, the full acquisition of practical and communicative competencies is a key point that should be accurately managed in Earth Science degree programmes.

Keywords:

• Geology
• higher education
• online teaching
• COVID-19
• SWOT analysis

Acknowledgments

We are grateful to all the students and teaching staff who completed the electronic survey and made this research possible. The authors would like to acknowledge the research editor, the associate editor Dr. Emily Scribner, the editor-in-chief Dr. Kimberly A. Hannula, and three anonymous reviewers for their valuable suggestions, which have significantly improved this article. We also appreciate the English review by Dr. Grant George Buffett.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research was supported by the Programa de Recerca en Docència Universitària REDICE20- ESPECIAL COVID19 (University of Barcelona Project REDICE20-2740).