Comparative analysis of interaction in online and in-person classes among undergraduate and Master students: Barriers and Facilitators

Abstract

The health crisis caused by the COVID-19 has entailed the global digitalization of the social, economic and educational spheres. Universities had to adopt the so-called “emergency remote learning” model. Adopting the online format as a temporary replacement for in-person teaching —in most cases, lacking the human and material resources necessary for such a sudden implementation—has affected the performance of the educational community. The changes in students’ participation and interaction, both inside and outside the classroom (be it in-person or online), have raised interest in both implementing corrective measures during the adaptation to the online format and designing key elements for hybrid teaching systems in the post-COVID era. This study presents some research carried out on this variable among undergraduate and Master students in the field of Engineering. Specifically, we have collected and analyzed data related to their participation in online sessions—compared to the in-person format—, focusing on elements perceived as facilitators and barriers. Analysis of the results reveals that both undergraduates and Master students acknowledge that their participation has been affected compared to in-person classes. Although they have the resources and space they need to attend classes, their participation is affected by factors such as activating their cameras or the impossibility of full communication through the online format, among others.