Evaluation of Teaching Performance in the Virtual Teaching-Learning Environment, from the Perspective of the Students of the Professional School of Mechanical Engineering

Abstract

The objective of this article is to evaluate the effect that virtual teaching-learning generates in the evaluation of teaching performance, from the perspective of the students, of the professional mechanical engineering school. During the devel-opment of the research, it has been determined that the planning, communication and overall performance factors of the teaching performance have experienced a positive variation of 63.64%, increasing by 3.8%, when moving from the face-to-face environment to the virtual teaching-learning environment. While the didactic strategies, organization and subject mastery factors have experienced a positive variation of 59.09%, this increase represents 1.92%. Although a positive effect has been generated on teacher performance, it has been determined that, of the 6 factors, it is the Communication factor which has presented the greatest negative variation, being of the total of 22 teachers, 11 who have decreased their qualification.