Abstract:

The endemic generated by COVID-19 caused a confinement of the population, which forced the continuity of the academic and substantive activities of the institution through the remote teaching emerging program . This made it possible to guarantee the physical safety of the university community, at the same time it forced the academic staff to leave the comfort zone, presenting a significant challenge for the authorities, teachers and students. One of the main needs was to move from the physical classroom to the digital classroom, where a series of actions are combined to achieve an orderly transition with possibilities for continuous improvement. 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 gap between students of different socioeconomic levels. The Institutional flexibility was a trigger for the remote teaching emerging project, support with the distribution of electronic devices for low-income students was essential. The adaptation of the mechanisms of the teaching and learning process demanded an emergent training. The transition from the physical classroom to the digital classroom faced various problems, including the requirements of technological infrastructure, teacher training, the use of multiple platforms and tools, establishing communication and support mechanisms for students, adapting learning activities and renew the evaluation mechanisms.

Keywords:

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