Teaching and Learning Modalities in Higher Education During the Pandemic: Responses to Coronavirus Disease 2019 From Spain

Ana Verde; Jose Manuel Valero

doi:10.3389/fpsyg.2021.648592

Teaching and Learning Modalities in Higher Education During the Pandemic: Responses to Coronavirus Disease 2019 From Spain

Front Psychol. 2021 Aug 24:12:648592. doi: 10.3389/fpsyg.2021.648592. eCollection 2021.

Authors

Ana Verde^{1

2}, Jose Manuel Valero^{3

4}

Affiliations

¹ Faculty of Law and Social Sciences, King Juan Carlos University, Madrid, Spain.
² Faculty of Education, International University of La Rioja, Logroño, Spain.
³ Faculty of Health Sciences, King Juan Carlos University, Madrid, Spain.
⁴ Faculty of Education, Camilo José Cela University, Madrid, Spain.

Abstract

The effects of the pandemic have affected and continue to affect education methods every day. The education methods are not immune to the pandemic periods we are facing, so teachers must know how to adapt their methods in such a way that teaching, and its quality, is not negatively affected. This study provides an overview of different types of teaching methodology before, during, and after the coronavirus disease 2019 (COVID-19) pandemic. This study describes the different types of teaching (e.g., presence learning, blended learning, and distance education) used in two Spanish Universities (i.e., one private and one public) during the pandemic. A new teaching methodology is proposed. The purpose of this study report is to share what we learned about the response to COVID-19. Results provide a basis for reflection about the pros and cons of teaching and learning modalities in higher education. The current situation demands that we continue to rethink what is the best methodology for teaching so that the education of students is not affected in any way. This study is useful for learning about different teaching methods that exist and which ones may suit us best depending on the context, situation, and needs of our students.

Keywords: COVID response; ICT; educational technology; higher education; performance; satisfaction; teacher competencies; teaching and learning modalities.