Abstract:

The endemic generated by COVID-19 caused a confinement of the population, which forced to give continuity to the academic and substantive activities of the institution through the Emerging Remote Teaching Program (PEER), guaranteeing the physical security of the university community, being an important challenge for the authorities, teachers and students. This led to the abrupt transition from the physical classroom to the digital classroom. The objective of this research work is to present the way in which the teaching and learning process was adapted to the contingency, seeking to minimize as much as possible the digital divide between students of different socioeconomic levels. The methodology contemplated the application of a questionnaire to 289 students and 23 teachers, as a research instrument, contemplating quantitative and qualitative aspects. The results of the survey allowed to identify the cognitive skills that the student community acquired during the PEER, such as: autonomy, organization and stress control. Regarding the activities that they consider should be incorporated into the teaching-learning process permanently consider that the recording of video classes is fundamental, use of LMS, use of tools for collaborative work. The main problems they faced were the internet connection, communication with the teacher and classmates, and the complexity of the learning activities. They consider that they require training in the new context in topics such as study techniques, digital literacy and learning strategies, among others. The transition from the physical classroom to the digital classroom has had a positive impact on the university community. It is worth mentioning that among the most important needs expressed by students is the psycho-emotional theme and the development of skills such as discipline and self-learning.

Keywords:

c-learning, digital classroom, digital transformation, Remote Teaching Emergent Program, COVID-19 and education.