Class Type Preferences in Informatics Engineering: before, during, and after the pandemic

The Covid 19 pandemic had a significant impact on different sectors of society. In the particular case of higher education, most of the classes transitioned to work remotely during the various lockdowns. The literature identifies several constraints associated with this change, especially in courses where students lacked technological skills or when there was a significant reliance on face-to-face interactions. Developing countries experienced serious difficulties due to deficient technological resources. Despite these challenges, it is also relevant to understand the added value of this configuration and how it can meet students' expectations, even outside of a pandemic context. With this aim, we conducted an analysis in Portugal on the transition to the remote/hybrid model during the confinements and its implementation based on the feedback of students of a technological course (Bachelor in Informatics Engineering). While some drawbacks were identified, particularly in terms of social and psychological aspects, it was also evident that these students reacted positively to certain strategies adopted during this period, which they deemed relevant for a post-COVID scenario. This study reinforces the notion that the current predominantly face-to-face teaching system needs to be reconsidered to incorporate solutions and configurations that, once experienced, can persist within the system, despite potential institutional and political resistance to their official adoption.