An evaluation method of the impact of an online teaching system on engineering students' satisfaction during the COVID-19 lockdown

Universities had to scramble to arrange and redesign their teaching strategies due to the pandemic caused by the COVID-19 outbreak during the first semester of 2020. A sudden shift occurred from on-site to remote teaching, accompanied by a change in students learning habits. Such changes were committed to accomplishing the expected outcomes and competencies for the courses in progress. Higher education practitioners deemed it necessary to assess the validity and reliability of the newly applied teaching and evaluation approaches to ascertain the extent of fulfillment of students' achievement. This study uses the analysis of variance (ANOVA) for assessing expectation fulfillment and outcomes of online teaching during the 2020 lockdown. This work compares the outcomes between remote learning during the confinement period and the previous semesters amidst on-site teaching. The results draw on the instructor performance under the lockdown redesigned environment and the students' perceptions of their learning outcomes. The procedure has been applied to the subjects Simulation (SIM), Applied Statistics (EDA) taught at the Faculty of Engineering of the Universidad de Piura (UDEP, Peru), and Strength of materials (RdM), imparted at the ETSI Caminos, Canales y Puertos of the Universidad Politécnica de Madrid (UPM, Spain). The findings show the impact on some students' expectancies by the change to remote teaching and some improvement opportunities for future online teaching scenarios.