The Social Function of the public University and its relationship with teaching in the areas of Engineering in times of COVID - 19

Abstract

Since the declaration of the health crisis produced by COVID-19 (by the Federal Government of the United Mexican States, in the Official Gazette DOF: 04/16/2020) the way of teaching and learning has changed; education at all levels is an indispensable means to improve what has happened. However, the teaching-learning model has been altered, being the essential technology in this new path. This sudden change to a mixed teaching model is the prelude to what the 2020 courses have been and what they should provide to the student body from 2021. In this context, the investigation presents the results of the participation of teachers under two models of distance teaching that differ in the use of virtual platforms and communication tools. You make use of technology to give master classes with your entire group, trying not to alter the face-to-face model. The other uses the flipped classroom and replaces the lectures with videoconferences with small groups of between 5 and 10 students and with a resource bank that has been created by teachers and students, such as a series of result exercises, videos, programs and notes. The sample is divided into 200 and 81 professors, for each model mentioned respectively, all belonging to the Engineering area. A survey was applied to all teachers electronically, organized in such a way as to first know the general panorama and then go to much more particular data around the academic organization and finally show the most relevant comments made by teachers; Additionally, the email @ evidences was provided so that teachers could send the evidences of the school work they are developing online. The results demonstrate that the second model allows obtaining better results in the globality of significant learning, being the representative differences between both models The interesting question is, but really the training models adopted so abruptly lead to comprehensive training; that is, do they consider cognitive aspects, abilities, skills and also the development of attitudes and values that allow them to develop as a good citizen, capable of overcoming failure and not cementing their progress at the cost of suffering or humiliation of others and fulfilling with the social function of the University?