phat 18: e3

Research Article

Virtual Learning Approach Toward Introductory Biological Engineering Course in Uruguay During COVID-19

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  • @ARTICLE{10.4108/eai.26-10-2020.166769,
        author={Parag Chatterjee and Andre\^{\i}na Tesis and Camila Simoes and Franco La Paz and Mar\^{\i}a Bel\^{e}n Masset and Luc\^{\i}a Lemes and Vanessa Yel\^{o}s and Mariano Parodi and Juan Cardelino and Ricardo Armentano},
        title={Virtual Learning Approach Toward Introductory Biological Engineering Course in Uruguay During COVID-19},
        journal={EAI Endorsed Transactions on Pervasive Health and Technology: Online First},
        volume={},
        number={},
        publisher={EAI},
        journal_a={PHAT},
        year={2020},
        month={10},
        keywords={Education, Creativity, Innovation, Biological engineering, Peer-learning, COVID-19, Pandemic, Virtual Learning},
        doi={10.4108/eai.26-10-2020.166769}
    }
    
  • Parag Chatterjee
    Andreína Tesis
    Camila Simoes
    Franco La Paz
    María Belén Masset
    Lucía Lemes
    Vanessa Yelós
    Mariano Parodi
    Juan Cardelino
    Ricardo Armentano
    Year: 2020
    Virtual Learning Approach Toward Introductory Biological Engineering Course in Uruguay During COVID-19
    PHAT
    EAI
    DOI: 10.4108/eai.26-10-2020.166769
Parag Chatterjee1,*, Andreína Tesis1, Camila Simoes1, Franco La Paz1, María Belén Masset1, Lucía Lemes1, Vanessa Yelós1, Mariano Parodi1, Juan Cardelino1, Ricardo Armentano1
  • 1: Department of Biological Engineering, Universidad de la República, Montevideo, Uruguay
*Contact email: paragc@ieee.org

Abstract

INTRODUCTION: Global education has seen a paradigm shift in the recent years; especially in life sciences, specializations have started sharing common space in applied research and development. Extending the transdisciplinary approach to undergraduate programs, a case study on the introductory course of Biological Engineering program at University of the Republic (Universidad de la República) Uruguay is presented.

OBJECTIVES: The COVID-19 pandemic has led to shifting the biological engineering course to virtual modality, changing the pedagogical dynamics. This study aims at analyzing the adaptation to the new model of virtual learning.

METHODS: Different course metrics over time has been analyzed along with surveys on students and professors of the course.

RESULTS: Despite several new challenges posed by the virtual modality, the overall student-performance didn't decline.

CONCLUSION: The biological engineering course presents interesting contents especially in its course design and student engagements, remodeled especially during its virtual mode.