PRACTICAL TRAINING IN PANDEMIC CONTEXT FOR CHEMICAL ENGINEERING. CHALLENGES, STRENGTHS AND WEAKNESSES

• DOI: https://doi.org/10.22533/at.ed.317522503029

• Palavras-chave: educational technology, academic performance, practical training, chemical engineering

• Keywords: educational technology, academic performance, practical training, chemical engineering

• Abstract:

  As indicated by Darwin, a species that does not adapt perishes. In the current circumstances of the COVID-19 pandemic, and the corresponding social isolation, the UTN FRLP had to adapt the teaching and learning processes to guarantee educational continuity, through the virtual modality; thus expanding the capacity of the Global Virtual Campus for continuous and indiscriminate use in terms of time for teaching activity. And so significant is the incorporation of knowledge as its application represented by practical training in Chemical subjects for the Chemical Engineering career. That is the challenge of guarding the processes with the correct choice of resources and pedagogical-didactic tools most suitable for their development. So, the objective of this work was to statistically investigate the academic performance of students and the strengths and weaknesses derived from the chosen educational technology. Noting that it was affected, although the existence of other variables could also be responsible, such as connectivity, the quality of Internet service, the equipment used, among others. Social conditions that have also been taken into account from the human point of view and of containment towards the student. Thus, the realization of practical activities through virtual resources was pedagogically beneficial and made it possible to access a tool with clear descriptions, easy to use, without a time limit and inclusive. However, a large percentage of students have a preference for the practical activity in person, as well as the course.