Virtual Learning Approach Toward Introductory Biological Engineering Course in Uruguay During COVID-19
Resumen:
INTRODUCTION: Global education has seen a paradigm shift in the recent years; especially in life sciences, specializations have started sharing common space in applied research and development. Extending the transdisciplinary approach to undergraduate programs, a case study on the introductory course of Biological Engineering program at University of the Republic (Universidad de la República) Uruguay is presented. OBJECTIVES: The COVID-19 pandemic has led to shifting the biological engineering course to virtual modality, changing the pedagogical dynamics. This study aims at analyzing the adaptation to the new model of virtual learning. METHODS: Different course metrics over time has been analyzed along with surveys on students and professors of the course. RESULTS: Despite several new challenges posed by the virtual modality, the overall student-performance didn't decline. CONCLUSION: The biological engineering course presents interesting contents especially in its course design and student engagements, remodeled especially during its virtual mode.
| 2020 | |
| Departamento de Ingeniería Biológica, Universidad de la República, Uruguay | |
|
Education Creativity Innovation Biological engineering Peer-learning COVID-19 Pandemic Virtual Learning Ciencias Naturales y Exactas Ciencias Biológicas Ciencias Sociales Ciencias de la Educación Ingeniería y Tecnología |
|
| Inglés | |
| Agencia Nacional de Investigación e Innovación | |
| REDI | |
|
https://hdl.handle.net/20.500.12381/284
https://eudl.eu/doi/10.4108/eai.26-10-2020.166769 |
|
| Acceso abierto | |
| Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional. (CC BY-NC-ND) |
| _version_ | 1814959255429578752 |
|---|---|
| author | Chatterjee, Parag |
| author2 | Tesis, Andreína Simoes, Camila La Paz, Franco Masset, María Belén Lemes, Lucía Yelós, Vanessa Parodi, Mariano Cardelino, Juan Armentano, Ricardo |
| author2_role | author author author author author author author author author |
| author_facet | Chatterjee, Parag Tesis, Andreína Simoes, Camila La Paz, Franco Masset, María Belén Lemes, Lucía Yelós, Vanessa Parodi, Mariano Cardelino, Juan Armentano, Ricardo |
| author_role | author |
| bitstream.checksum.fl_str_mv | 2d97768b1a25a7df5a347bb58fd2d77f 59a50557fa8a28551804cf08ab7a578a |
| bitstream.checksumAlgorithm.fl_str_mv | MD5 MD5 |
| bitstream.url.fl_str_mv | https://redi.anii.org.uy/jspui/bitstream/20.500.12381/284/2/license.txt https://redi.anii.org.uy/jspui/bitstream/20.500.12381/284/1/EAI%20Article.pdf |
| collection | REDI |
| dc.creator.none.fl_str_mv | Chatterjee, Parag Tesis, Andreína Simoes, Camila La Paz, Franco Masset, María Belén Lemes, Lucía Yelós, Vanessa Parodi, Mariano Cardelino, Juan Armentano, Ricardo |
| dc.date.accessioned.none.fl_str_mv | 2021-05-12T18:13:11Z |
| dc.date.available.none.fl_str_mv | 2021-05-12T18:13:11Z |
| dc.date.issued.none.fl_str_mv | 2020-10-26 |
| dc.description.abstract.none.fl_txt_mv | INTRODUCTION: Global education has seen a paradigm shift in the recent years; especially in life sciences, specializations have started sharing common space in applied research and development. Extending the transdisciplinary approach to undergraduate programs, a case study on the introductory course of Biological Engineering program at University of the Republic (Universidad de la República) Uruguay is presented. OBJECTIVES: The COVID-19 pandemic has led to shifting the biological engineering course to virtual modality, changing the pedagogical dynamics. This study aims at analyzing the adaptation to the new model of virtual learning. METHODS: Different course metrics over time has been analyzed along with surveys on students and professors of the course. RESULTS: Despite several new challenges posed by the virtual modality, the overall student-performance didn't decline. CONCLUSION: The biological engineering course presents interesting contents especially in its course design and student engagements, remodeled especially during its virtual mode. |
| dc.description.sponsorship.none.fl_txt_mv | Departamento de Ingeniería Biológica, Universidad de la República, Uruguay |
| dc.identifier.doi.none.fl_str_mv | 10.4108/eai.26-10-2020.166769 |
| dc.identifier.issn.none.fl_str_mv | 2411-7145 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/20.500.12381/284 |
| dc.identifier.url.none.fl_str_mv | https://eudl.eu/doi/10.4108/eai.26-10-2020.166769 |
| dc.language.iso.none.fl_str_mv | eng |
| dc.publisher.es.fl_str_mv | European Union Digital Library (EUDL) European Alliance for Innovation (EAI) |
| dc.rights.es.fl_str_mv | Acceso abierto |
| dc.rights.license.none.fl_str_mv | Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional. (CC BY-NC-ND) |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.es.fl_str_mv | EAI Endorsed Transactions on Pervasive Health and Technology |
| dc.source.none.fl_str_mv | reponame:REDI instname:Agencia Nacional de Investigación e Innovación instacron:Agencia Nacional de Investigación e Innovación |
| dc.subject.anii.es.fl_str_mv | Ciencias Naturales y Exactas Ciencias Biológicas Ciencias Sociales Ciencias de la Educación Ingeniería y Tecnología |
| dc.subject.es.fl_str_mv | Education Creativity Innovation Biological engineering Peer-learning COVID-19 Pandemic Virtual Learning |
| dc.title.none.fl_str_mv | Virtual Learning Approach Toward Introductory Biological Engineering Course in Uruguay During COVID-19 |
| dc.type.es.fl_str_mv | Artículo |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article |
| dc.type.version.es.fl_str_mv | Publicado |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | INTRODUCTION: Global education has seen a paradigm shift in the recent years; especially in life sciences, specializations have started sharing common space in applied research and development. Extending the transdisciplinary approach to undergraduate programs, a case study on the introductory course of Biological Engineering program at University of the Republic (Universidad de la República) Uruguay is presented. OBJECTIVES: The COVID-19 pandemic has led to shifting the biological engineering course to virtual modality, changing the pedagogical dynamics. This study aims at analyzing the adaptation to the new model of virtual learning. METHODS: Different course metrics over time has been analyzed along with surveys on students and professors of the course. RESULTS: Despite several new challenges posed by the virtual modality, the overall student-performance didn't decline. CONCLUSION: The biological engineering course presents interesting contents especially in its course design and student engagements, remodeled especially during its virtual mode. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | REDI_191c7bbf94acd8c07783781acc22a237 |
| identifier_str_mv | 2411-7145 10.4108/eai.26-10-2020.166769 |
| instacron_str | Agencia Nacional de Investigación e Innovación |
| institution | Agencia Nacional de Investigación e Innovación |
| instname_str | Agencia Nacional de Investigación e Innovación |
| language | eng |
| network_acronym_str | REDI |
| network_name_str | REDI |
| oai_identifier_str | oai:redi.anii.org.uy:20.500.12381/284 |
| publishDate | 2020 |
| reponame_str | REDI |
| repository.mail.fl_str_mv | jmaldini@anii.org.uy |
| repository.name.fl_str_mv | REDI - Agencia Nacional de Investigación e Innovación |
| repository_id_str | 9421 |
| rights_invalid_str_mv | Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional. (CC BY-NC-ND) Acceso abierto |
| spelling | Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional. (CC BY-NC-ND)Acceso abiertoinfo:eu-repo/semantics/openAccess2021-05-12T18:13:11Z2021-05-12T18:13:11Z2020-10-262411-7145https://hdl.handle.net/20.500.12381/28410.4108/eai.26-10-2020.166769https://eudl.eu/doi/10.4108/eai.26-10-2020.166769INTRODUCTION: Global education has seen a paradigm shift in the recent years; especially in life sciences, specializations have started sharing common space in applied research and development. Extending the transdisciplinary approach to undergraduate programs, a case study on the introductory course of Biological Engineering program at University of the Republic (Universidad de la República) Uruguay is presented. OBJECTIVES: The COVID-19 pandemic has led to shifting the biological engineering course to virtual modality, changing the pedagogical dynamics. This study aims at analyzing the adaptation to the new model of virtual learning. METHODS: Different course metrics over time has been analyzed along with surveys on students and professors of the course. RESULTS: Despite several new challenges posed by the virtual modality, the overall student-performance didn't decline. CONCLUSION: The biological engineering course presents interesting contents especially in its course design and student engagements, remodeled especially during its virtual mode.Departamento de Ingeniería Biológica, Universidad de la República, UruguayengEuropean Union Digital Library (EUDL)European Alliance for Innovation (EAI)EAI Endorsed Transactions on Pervasive Health and Technologyreponame:REDIinstname:Agencia Nacional de Investigación e Innovacióninstacron:Agencia Nacional de Investigación e InnovaciónEducationCreativityInnovationBiological engineeringPeer-learningCOVID-19PandemicVirtual LearningCiencias Naturales y ExactasCiencias BiológicasCiencias SocialesCiencias de la EducaciónIngeniería y TecnologíaVirtual Learning Approach Toward Introductory Biological Engineering Course in Uruguay During COVID-19ArtículoPublicadoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleUniversidad de la República, Uruguay/ / Ciencias Naturales y Exactas / Ciencias Biológicas/ / Ciencias Sociales / Ciencias de la Educación/ / Ingeniería y TecnologíaChatterjee, ParagTesis, AndreínaSimoes, CamilaLa Paz, FrancoMasset, María BelénLemes, LucíaYelós, VanessaParodi, MarianoCardelino, JuanArmentano, RicardoLICENSElicense.txtlicense.txttext/plain; charset=utf-84746https://redi.anii.org.uy/jspui/bitstream/20.500.12381/284/2/license.txt2d97768b1a25a7df5a347bb58fd2d77fMD52ORIGINALEAI Article.pdfEAI Article.pdfPublished Articleapplication/pdf1489713https://redi.anii.org.uy/jspui/bitstream/20.500.12381/284/1/EAI%20Article.pdf59a50557fa8a28551804cf08ab7a578aMD5120.500.12381/2842021-08-01 12:50:55.745oai:redi.anii.org.uy:20.500.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- Agencia Nacional de Investigación e Innovaciónfalse |
| spellingShingle | Virtual Learning Approach Toward Introductory Biological Engineering Course in Uruguay During COVID-19 Chatterjee, Parag Education Creativity Innovation Biological engineering Peer-learning COVID-19 Pandemic Virtual Learning Ciencias Naturales y Exactas Ciencias Biológicas Ciencias Sociales Ciencias de la Educación Ingeniería y Tecnología |
| status_str | publishedVersion |
| title | Virtual Learning Approach Toward Introductory Biological Engineering Course in Uruguay During COVID-19 |
| title_full | Virtual Learning Approach Toward Introductory Biological Engineering Course in Uruguay During COVID-19 |
| title_fullStr | Virtual Learning Approach Toward Introductory Biological Engineering Course in Uruguay During COVID-19 |
| title_full_unstemmed | Virtual Learning Approach Toward Introductory Biological Engineering Course in Uruguay During COVID-19 |
| title_short | Virtual Learning Approach Toward Introductory Biological Engineering Course in Uruguay During COVID-19 |
| title_sort | Virtual Learning Approach Toward Introductory Biological Engineering Course in Uruguay During COVID-19 |
| topic | Education Creativity Innovation Biological engineering Peer-learning COVID-19 Pandemic Virtual Learning Ciencias Naturales y Exactas Ciencias Biológicas Ciencias Sociales Ciencias de la Educación Ingeniería y Tecnología |
| url | https://hdl.handle.net/20.500.12381/284 https://eudl.eu/doi/10.4108/eai.26-10-2020.166769 |
