Abstract:

In the course of the Pandemic era, online, blended and Hyflex sessions (face-to-face and virtual) are implemented in Higher Education for an indefinite time. The adaptation of mixed-mode training at the University of Barcelona presents several uncertainties among teachers, such as the design of the didactic sequence throughout the subjects, among others. Especially, the design of virtual sessions creates uncertainty, questioning what could do in them, through which platforms, how to manage the time spent on learning ... The underlying reason is the concern of teachers to ensure that students achieve the learning established in the teaching plan.

A teaching experience is presented in an interactive synchronous videoconference format designed by three professors who coordinate 3 different subjects. The students' perceptions regarding the design and development of the session and the assessment of 170 students are analyzed. The session intersperses short explanations and activities of a conductism and socio-constructivist nature. The teachers value the design and implementation as acceptable –without great differences with respect to other lectures and interactive plans– and consider various aspects of the instructional design as significant for the management of the sessions.

Keywords:

Interactivity, higher education, instructional design, online education.