Face-to-Face or Online Learning in Applied Statistics in Health Sciences? Failed Experiment or Opportunity after COVID-19?

• Published in: Education sciences Vol. 12; no. 12; p. 922
• Main Authors: García-Camacha Gutiérrez, Irene, Pozuelo-Campos, Sergio, García-Camacha Gutiérrez, Aurora, Jiménez-Alcázar, Alfonso
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.12.2022
• Subjects: Analysis; COVID-19; Distance learning; Education; Education, Higher; Educational Practices; face-to-face teaching; Learner Engagement; learning difficulties; Learning Strategies; Learning Theories; Methods; Online instruction; online teaching; Statistics; statistics teaching; Student Attitudes; teaching methodologies; Teaching methods; Spain
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci12120922

The rapid spread of the COVID-19 worldwide led to the migration of the traditional education system based on the face-to-face classroom into an improvised online system, among many other preventive measures. Thus, all teaching methods had to be adapted to this new modality. This work is aimed at studying the viability of the online teaching of the subject of Applied Statistics in Health Sciences in higher education based on the teaching experience lived during COVID-19. In addition to this, possible technological difficulties and COVID-19-derived problems were investigated. A retrospective observational cross-sectional study was performed to analyze the students’ satisfaction according to the teaching methodologies in both face-to-face and online modalities. An exploratory and inferential analysis revealed that online teaching is feasible for the subject under study, although face-to-face learning still continues to significantly revert in favor of the quality of teaching. Therefore, further research is required to develop new online teaching methods given the feasibility of the proposal found in this research. Most of the students reported not having technological learning difficulties, whether related to their connectivity or technological resources, which did not have a significative impact on their teaching perception. Despite the psychological sequalae of COVID-19, this did not affect the students’ teaching satisfaction.