The COVID-19 pandemic significantly disrupted traditional educational practices, particularly in higher education, where in-person teaching predominates.
This article examines how the Software Engineering I course at the University of Salamanca successfully transitioned to an online learning environment during the pandemic.
Through careful planning, the integration of active methodologies, and the use of educational technologies, this adaptation maintained high levels of student satisfaction and academic performance despite the abrupt shift to remote instruction.
The study highlights the importance of proactive measures in leveraging active learning strategies, such as project-based learning and flipped classrooms, to ensure continuity in education. The authors detail how these approaches, already embedded in the course design, facilitated the shift to online assessments and supported student engagement.
Tools like Google Drive and Trello, coupled with structured virtual tutoring and synchronous interactions, allowed for a seamless continuation of collaborative and individualized learning experiences.
By analyzing student feedback and comparing learning outcomes across multiple academic years, the article underscores the resilience of active methodologies in fostering effective online education. The findings not only illustrate the adaptability of the Software Engineering I course but also offer broader insights into how higher education institutions can incorporate active learning and technological ecosystems to address future disruptions and embrace blended learning paradigms.
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How to reference this article: García-Peñalvo, F. J., García-Holgado, A., Vázquez-Ingelmo, A., & Sánchez Prieto, J. C. (2021). Planning, communication and active methodologies: Online assessment of the software engineering subject during the COVID-19 crisis. RIED. Revista Iberoamericana de Educación a Distancia, 24(2), pp. 41-66. https://doi.org/10.5944/ried.24.2.27689
