Tabla 4. ANCOVA de un factor de efectos fijos (año de docencia primer año de la pandemia por la COVID 19 vs. segundo año), covariable (tipo de titulación) respecto de la satisfacción y de las respuestas de aprendizaje

Higher Education is the driving force behind the social and economic development of countries, the ultimate aim of which is to provide quality academic training. At present, teaching-learning models in virtual environments imply important challenges, specifically in the current situation of the COVID-19 health crisis. Some of these challenges will be addressed in this paper. In this study we worked with 224 third-year undergraduate students in Health Sciences degrees over two academic years during the pandemic situation. The objectives were 1) to check whether there were significant differences in student satisfaction with the teaching process in the first year of the pandemic (e-Learning teaching) vs. the second year (b-Learning teaching); 2) to check whether there were significant differences in academic results between the two groups. A quantitative research (a 2x2 factorial design and ANOVA and ANCOVA analyses were applied) and a qualitative research (a comparative design and categorisation analysis and co-occurrence analysis were applied) were carried out. The results indicate differences in some aspects of satisfaction and learning outcomes in favour of teaching in the second year. Students rated positively the use of active methodologies and technological resources, although they concluded that these required more work time.

高等教育是各国社会与经济发展的核心驱动力，其根本宗旨在于提供高质量的学术培养。当前，虚拟环境中的教学模式面临诸多重大挑战，在新冠疫情（COVID-19）全球公共卫生危机的特殊背景下尤为突出，本文将针对其中部分挑战展开探讨。
本研究纳入疫情期间两个学年内的224名健康科学专业大三本科生作为研究对象，研究目标分为两点：其一，验证疫情第一年（电子学习（e-Learning）教学模式）与第二年（混合式学习（b-Learning）教学模式）下，学生对教学过程的满意度是否存在显著差异；其二，验证两组学生的学业成绩是否存在显著差异。
本研究同时采用定量与定性研究方法：定量研究采用2×2析因设计，并运用方差分析（ANOVA）与协方差分析（ANCOVA）；定性研究则采用比较设计、分类分析与共现分析方法。
研究结果显示，在满意度与学习成果的部分维度上，第二年的教学模式更具优势。学生对主动教学法与技术资源的应用给予了正面评价，但同时认为这类模式需要投入更多的学习时长。