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Josep Petchamé has been a professor at La Salle Campus Barcelona, Ramon Llull University (URL) since 2011, teaching courses in Business (´Value Chain & Financial Economics´ and ´Business & Engineering´). He coordinates the degree in Engineering in ICT Management since the 2015-2016 academic course. He has worked in the energy sector, and his academic background includes a degree in Electronics Engineering (La Salle, URL), a degree in technical Telecommunications Engineering (La Salle, URL), a degree in Political Sciences and Administration (Universitat Oberta de Catalunya, UOC) and a degree in Law (UOC). His studies also include an Advanced Studies Diploma in Management Sciences (ESADE, URL), an MBA (ESADE, URL), a master’s in Public Administration (EAPC, UB, UAB, UPF) and a master’s in Consumer Studies (Universitat de Barcelona). At present, he belongs to GRETEL (Group of Research in Technology Enhanced Learning) at La Salle URL.
Qualitative research activities, including first-day of class surveys and user experience interviews on completion of a subject were carried out to obtain students’ feedback in order to improve the design of the subject ‘Information Systems’ as a part of a general initiative to enhance ICT (Information and Communication Technologies) engineering programs. Due to the COVID-19 (corona virus disease 2019) pandemic, La Salle URL adopted an Emergency Remote Teaching tactical solution in the second semester of the 2019–2020 academic year, just before implementing a strategic learning approach based on a new Smart Classroom (SC) system deployed in the campus facilities. The latter solution was developed to ensure that both on-campus and off-campus students could effectively follow the course syllabus through the use of new technological devices introduced in classrooms and laboratories, reducing the inherent difficulties of online learning. The results of our findings show: (1) No major concerns about the subject were identified by students; (2) Interaction and class dynamics were the main issues identified by students, while saving time on commuting when learning from home and access to recorded class sessions were the aspects that students considered the most advantageous about the SC.
Josep Petchamé; Ignasi Iriondo; Eva Villegas; David Fonseca; Susana Romero Yesa; Marian Aláez. A Qualitative Approach to Help Adjust the Design of Management Subjects in ICT Engineering Undergraduate Programs through User Experience in a Smart Classroom Context. Sensors 2021, 21, 4762 .
AMA StyleJosep Petchamé, Ignasi Iriondo, Eva Villegas, David Fonseca, Susana Romero Yesa, Marian Aláez. A Qualitative Approach to Help Adjust the Design of Management Subjects in ICT Engineering Undergraduate Programs through User Experience in a Smart Classroom Context. Sensors. 2021; 21 (14):4762.
Chicago/Turabian StyleJosep Petchamé; Ignasi Iriondo; Eva Villegas; David Fonseca; Susana Romero Yesa; Marian Aláez. 2021. "A Qualitative Approach to Help Adjust the Design of Management Subjects in ICT Engineering Undergraduate Programs through User Experience in a Smart Classroom Context." Sensors 21, no. 14: 4762.
The expectations, attitudes, engagement, and motivation of students are key elements when designing learning activities. Several studies have been implemented and different strategies and activities have been analyzed to improve the aforesaid aspects of learning content. In the context of the New Learning Context (NLC), this paper presents the findings of two first day of class activities aimed at engaging engineering students in a business and management subject from the very first moment: an empirical study conducted by means of a survey answered by engineering students in Information and Communication Technologies (ICT), followed by an interactive activity between students and instructors carried out through a reciprocal interview activity. The survey was performed with the objective of identifying what they ‘liked’ and ‘disliked’ on their first day of class of a business subject. The findings are presented and compared with previous studies and have proven to be mostly consistent with previous academic work. Finally, a reciprocal interview activity was chosen to potentially enhance the students’ engagement and motivation. According to the feedback received, this activity was positively valued by the students.
Josep Petchamé; Ignasi Iriondo; Xavi Canaleta; David Riu; Silvia Necchi. Engaging ICT Engineering Undergraduates in a Management Subject through First Day of Class Activities: An Empirical Study. Sustainability 2021, 13, 7440 .
AMA StyleJosep Petchamé, Ignasi Iriondo, Xavi Canaleta, David Riu, Silvia Necchi. Engaging ICT Engineering Undergraduates in a Management Subject through First Day of Class Activities: An Empirical Study. Sustainability. 2021; 13 (13):7440.
Chicago/Turabian StyleJosep Petchamé; Ignasi Iriondo; Xavi Canaleta; David Riu; Silvia Necchi. 2021. "Engaging ICT Engineering Undergraduates in a Management Subject through First Day of Class Activities: An Empirical Study." Sustainability 13, no. 13: 7440.
The COVID-19 pandemic significantly disrupted traditional face-to-face teaching worldwide and forced education institutions to adopt new, online teaching formats to enable students to continue with their studies. This research focuses on students’ perceptions of three teaching different modalities: face-to-face (F2F), Emergency Remote Teaching (ERT) and Smart Classroom (SC), which were implemented in response to the restrictions enforced to combat the spread of COVID-19. A qualitative study based on two user experience techniques, Pocket Bipolar Laddering and Emotional Appraisal, was carried out on a group of second-year ICT engineering university students at La Salle Campus Barcelona. The former technique consists in identifying a maximum of three positive and three negative salient items, while the latter is intended to rate pairs of opposite feelings. In the SC format, saving time on travel to university was considered an advantage of online learning, while disadvantages included less effective instructor–student interaction, distractions when off-campus and teamwork issues. These shortcomings can be addressed by specific online teaching training to develop a more active form of learning and foment student participation. However, both ERT and SC modalities were considered effective solutions to cope with the social and mobility restrictions imposed during the pandemic.
Josep Petchamé; Ignasi Iriondo; Eva Villegas; David Riu; David Fonseca. Comparing Face-to-Face, Emergency Remote Teaching and Smart Classroom: A Qualitative Exploratory Research Based on Students’ Experience during the COVID-19 Pandemic. Sustainability 2021, 13, 6625 .
AMA StyleJosep Petchamé, Ignasi Iriondo, Eva Villegas, David Riu, David Fonseca. Comparing Face-to-Face, Emergency Remote Teaching and Smart Classroom: A Qualitative Exploratory Research Based on Students’ Experience during the COVID-19 Pandemic. Sustainability. 2021; 13 (12):6625.
Chicago/Turabian StyleJosep Petchamé; Ignasi Iriondo; Eva Villegas; David Riu; David Fonseca. 2021. "Comparing Face-to-Face, Emergency Remote Teaching and Smart Classroom: A Qualitative Exploratory Research Based on Students’ Experience during the COVID-19 Pandemic." Sustainability 13, no. 12: 6625.