The COVID 19 pandemic heavily affected the education system regardless of grade level.
All over the world, the main effect of the pandemic at the level of Higher Education was to trigger a transition from on-site classes to online classes or an hybrid system.
ISEG, as all schools in the country, switched from on-site classes to online ones. Teachers and students had to adapt to this huge change in teaching and learning methods in just a week.
Teachers had to change the way they are used to teaching. Although most students have computers, internet connection problems made it difficult to follow online classes. Furthermore, despite teachers’ great efforts to reinforce mentoring, the lack of face to face contact between teachers and students made teaching and learning a much greater challenge.
Students’ evaluation also changed from on-site to online which was new to both teachers and students.
These conditions held for Summer semester of 2019/2020. For the Fall semester 2020/2021, we had an hybrid system. Lectures were online, but practical classes were hybrid, with half of the students physically attending one week and the other half the next. Students not physically in the class could join it online. Sound and image were recorded in on-site classes.
In this paper we go beyond what most of the studies did, since we compare the students’ academic performance in the three scenarios on-site, online only and hybrid. We analyze the students' perceptions regarding the move from on-site to online or mixed education.
Our main research questions are:
- How did students feel about the changes above mentioned?
- What are students´ perceptions about the way the changes affected their learning?
- How did the above mentioned changes affect students’ academic performance measured by their marks at the end of each of the semesters above mentioned?
- Do individual and family background characteristics have any impact on students’ perceptions and their academic performance within this pandemic situation?
Numerous studies have been emerging since the summer semester of 2019/20 on the effects of the pandemic on HE students. Most of these studies concern practical cases, related to the situation experienced in a given institution or comparisons between HE institutions regarding changes in teaching methodologies due to the pandemic. Some of them, provide a first overview on a large number of countries and are based on surveys directed at students on the assessment of the transition to online or mixed study (Aristovnik et al 2020; Crawford et Al 2020; Li & Lalani 2020; Vo et al. 2017).
Many of the studies are concerned with students' perceptions and expectations about online teaching in terms of intrinsic motivations. They seek to find out whether learning has become easier and more motivating, requires a larger work load and affected academic performance (Aucejo et al. 2020; Besser et. al 2020; Demuyakor 2020). Another line of research, investigates to what extent the transition to online education aggravates socio-economic inequalities among students (Aucejo et al. op cit ).
Several studies emphasize the role played by teachers and tutors in extra-class hours, participation in debates and seminars, features that students consider most successful to develop their sense of belonging (Aristnovik et al, op. cit; Johnson et al 2020).
Another set of studies is concerned with the possible social devaluation of online education compared to face-to-face. Such studies have identified expectations of greater difficulty in obtaining a future job, potentially lower wage levels, among others. (Brammer & Clark 2020; Demuyakor op. cit.).
The results showed a great level of heterogeneity in the perception of the positive and negative aspects of the transition to online education.