Abstract:

On March 17, 2020, the entire University was notified of the need to withdraw to our homes to prevent the massive spread of the Covid-19 virus and to continue our academic activities from our family and private spaces.

A year of confinement due to the pandemic that has affected virtually all nations, in which face-to-face teaching was abruptly moved to a remote teaching scheme, with no more resources than available the personal digital support, willingness, adaptation, immediate training and prevailing uncertainty of teachers coupled with instruction to continue teaching activities in the face of the difficult health situation, expressed the commitment and institutional responsibility to continue the teaching and academic activities.

A year after being in confinement, we wonder: what has changed, what teaching experiences have been acquired, teacher training in technologies has continued, improvement in practice and in distance learning strategies has been achieved?

Will we return to the same traditional face-to-face scheme, or will it be mixed, hybrid, where we are going as an institution?

Many questions have been asked in this period of time, in which we have been able to reflect on our new scheme in our teaching work.

In the particular context of the Faculty of Engineering of the National Autonomous University of Mexico, this article presents an overview of the response and perception of teachers and students regarding distance education during pandemic confinement, also reflecting on the various questions that have arisen.
The foregoing arises from three perspectives: institutional, academia teachers and my own experience, taking into account institutional statistical results, academies surveys and personal surveys and rubrics, respectively.

This context addresses what educational strategies have been used and how much they have permeated in the culture of autonomous learning in students, which is fundamental to their growth.

Faced with the situation of online teaching, as an emerging response to forced confinement, it is assumed that this practice must be strengthened and matured, admitting that one year is not enough to appropriate the scheme at a distance, gradually achieving a balanced and quality educational scheme.

Likewise, some proposals are provided regarding new schemes and teaching spaces associated with educational programs when returning to our university facilities, given the experience gained, to contribute to an education with flexible and alternative resources.

Keywords:

Covid-19, Distance learning, Online learning, Higher education, Teaching experiences, Emerging response, Remote teaching.