Changes in learning strategy and learning time in the wake of the pandemic
Document typeConference report
PublisherUniversitat Politècnica de Catalunya
Rights accessOpen Access
University studies were also significantly affected by the pandemic. The first-year students had already spent the last months of high school, which are especially important for graduation, in distance learning. In Hungary, the graduation procedure was changed due to the epidemic. Education was completely digital in hybrid form: the lectures were held online, and the seminars were attended in-person and from September of 2021 again in-person. Our research team has been monitoring learning time and effectiveness for years using the EduBase online educational platform, which provides a framework for all teaching aids for the calculus subject. In our research, we analysed the learning processes and their effectiveness of mechatronic and energy engineering students who were admitted to BME in 2020. The results were compared with the learning habits of the class of 2018, with whom a detailed study was also performed. It can be stated that the pandemic greatly influenced the learning time: students took advantage of the available practice opportunities to a greater extent in digital education, which did not reduce the practice time during the end-of-semester spurt, thus, learning became more balanced. Considering the high school results, it can be observed that on average, those who took advanced level subjects spent more time practicing, even though they had already mastered some calculus in high school. In addition, test scores also influenced practice time, while students coped successfully even with the more difficult tasks.
CitationSipos, B.; Berezvai, S.; Szilágyi, B. Changes in learning strategy and learning time in the wake of the pandemic. A: SEFI 50th Annual conference of The European Society for Engineering Education. "Towards a new future in engineering education, new scenarios that european alliances of tech universities open up". Barcelona: Universitat Politècnica de Catalunya, 2022, p. 720-728. DOI 10.5821/conference-9788412322262.1358.