A first conclusion, which is unchanged from previous surveys, is that students spend a considerable amount of time studying: they quantify this dedication as an average of 35 hours per week. In addition, this third edition has confirmed that a large majority of students have continued with a high level of class attendance. Specifically, 68% of bachelor’s degree students reported attending more than 75% of classes. And, as was the case in the previous edition, the main reason stated for not attending is dissatisfaction with the way they are taught.
This is consistent with the fact that more than half of the students declare exclusive dedication to study, with only 26% of bachelor’s degree students combining work and studies on a continuous basis. These data vary greatly according to age, social class and type of education. And they contrast sharply with what is happening in other countries. This exclusive dedication is possible because a significant proportion of students still live with their parents. This is an aspect closely related to the economic dimension, as the survey confirms that the main support for financing university studies comes from family finances.
With regard to the perception of the teaching and assessment methodologies applied to the different subjects, the survey detected significant changes. Thus, compared to the previous edition (2018), the presence of active methodologies has increased by more than 5 points, and the presence of innovative methodologies by almost 7 points, to the detriment of traditional ones.
It seems, therefore, that the pandemic has helped to foster a certain methodological renewal, which probably has more to do with the use of technology than with the incorporation of innovative teaching practices.
In relation to the diversity of teaching activities, there is a continuing preference for individual activities, especially those with a higher active and experiential component. However, the students’ assessment of the vast majority of activities is significantly lower than in the previous survey. Furthermore, although students value individual work positively, the lack of face-to-face interaction and communication as a result of the pandemic has left its mark. The conclusion is that students want to work alone, but want to be accompanied by both teachers and other students.
This poorer rating is also detected in responses regarding the different assessment activities, although there is greater homogeneity in the answers than for the training activities. In any case, the lowest rated assessment activities continue to be examinations. On the other hand, what students value most highly are individual assignments and continuous assessment.
In summary, students have perceived a negative impact on learning because of the pandemic. But the data generally show a moderate impact on ratings. Thus, it seems to be confirmed that distance learning has worked as an emergency solution in times of deprivation of social interaction.