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Active learning methodologies in STEM degrees jeopardized by COVID19

机译：Covid19危害干期的主动学习方法

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The COVID-19 global disruption and lockdowns affected every aspect of our daily life, and academia was not the exception. Herein we aim to analyze the effects of the Spanish two-month lockdown on a methodology that counts on a substantial amount of hands-on activities. We inquired how the lack of teamwork and hands-on activities might influence students’ motivation and long-term learning. We compared the data from several outcomes collected in two consecutive academic years to accomplish our goal. The first year was a regular pre-COVID-19 course, and the subsequent one included the burst of COVID-19. The results suggest a correlation between the lack of hands-on activities and a less effective knowledge acquisition. The limitations to create tangible products and the lack of proper teamwork also diminished students’ attendance and participation in a virtual environment. We were able to propose some potential solutions to keep going on the hands-on projects under another lockdown. These solutions mainly rely on managing role assignments, distributing materials, using remote teamwork tools, short instructional videos, and synchronous online teaching in an attractive lecturing environment.
机译：Covid-19全球中断和锁定影响了我们日常生活的各个方面，学术界并不例外。在此，我们的目标是分析西班牙语为期两月锁定对符合大量动手活动的方法的影响。我们询问如何缺乏团队合作和动手活动可能会影响学生的动机和长期学习。我们将数据与在连续两个学年收集的几个结果中进行了比较，以实现我们的目标。第一年是常规的Covid-19课程，随后的一个包括Covid-19的爆发。结果表明，缺乏动手活动与较差的知识获取之间的相关性。创建有形产品的局限性和缺乏适当的团队合作还减少了学生的出勤率和参与虚拟环境。我们能够提出一些潜在的解决方案，以继续在另一个锁定下进行实践项目。这些解决方案主要依赖于管理角色分配，分发材料，使用远程团队合作工具，短的教学视频以及在有吸引力的讲座环境中的同步在线教学。

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