Abstract:

Overview:
The role of the psychopedagogical advisor varies according to the work methods of each institution, the curricular areas, the audience to which the class is directed, teacher's conceptions, among others. Hence, its characterization is difficult and with it, the construction of a flexible accompaniment model.

This presentation is based on the principle of psychopedagogical mediation, considered "a collaborative process among education professionals for the preparation and selection of educational aid necessary and appropriate to achieve educational objectives" (Monereo et al., 2004).

This paper analyzes, from a socioconstructivist perspective, the process of psychopedagogical support offered to teachers who design online and hybrid courses at Iberoamericana University (Mexico City).

Objectives:
• Analyze the psychopedagogical support process in the development of online and hybrid courses.
• Ponder the impact of psychopedagogical support on the development of teaching strategies at Iberoamericana University.


Method:
A case study was carried out. We began by selecting three professors from the University, with similar experiences in the use of technologies and coming from a common branch of knowledge, who would teach a subject online for the first time.

Subsequently, an advisory process was undertaken, based on psychopedagogical mediation that included elements of the ADDIE and TPACK models: analysis, collaborative didactic design, development of materials, incorporation of technological tools, implementation and evaluation; considering the development of technological, disciplinary and pedagogical competences.

For the analysis of the psychopedagogical support, some empirical evidences were reviewed: contents in virtual classrooms, interviews with professors, didactic planning tables, meeting minutes, among others.

These evidences were analyzed within the following units:
• Content organization;
• Learning activities;
• Means selected to portray information;
• Forms of interaction with students;
• Assessment tools.

Results:
The development of teaching strategies with psychopedagogical support showed the following:
• Use of technological tools for teaching and learning processes.
• Design of activities specifically created for online and blended environments.
• Use of new means to portray information.
• Development of activities that increases student participation.
• Implementation of different assessment views, seeking reflection and knowledge construction.

Conclusions:
Through psychopedagogical support, teachers prepared an online or blended course and reflected on their teaching and learning strategies.
The work shows that psychopedagogical support can enrich the development of teaching and learning strategies for teachers, modifying and / or expanding the ways of presenting information, organizing content, evaluating and encouraging interaction, among others; thus offering alternatives to traditional teaching models.

Keywords:

Psychopedagogical support, teaching strategies, online courses, psychopedagogical mediation.