Abstract
This article describes the consultancy provided by the UTEC-UNED-TECSUP University Consortium to six national universities in Peru, during the COVID-19 state of emergency. This action aims to promote the techno-pedagogical change from a face-to-face to a virtual/online educational context. The process consists of three stages that ensured the continuity of the virtual/online educational service: diagnosis, design, and training, to strengthen instructional and digital competencies, support, and techno-pedagogical monitoring. It includes the basic principles of constructivist and constructionist learning theories for active and quality teaching and learning for the agents involved, and, in addition, the guidelines set by the emerging Peruvian regulations during the pandemic to move towards a digital university model according to the times. After a 157-day intervention, the analysis of the results raises some reflections: the importance of the socio-cultural context and its influence on the concept and development of the instructional act; the concept of distance learning in territories where connectivity is the main difficulty, and the university institution, in terms of a non-presential educational model with open and versatile methodologies, which anticipates a long process, involves a scheduled follow-up, requires fluid communication and demands continuous feedback.
Highlights
During the health emergency period caused by the pandemic, educational institutions worldwide had to adapt and change their teaching methods
According to the COVID-19 Report by ECLAC-UNESCO [4] (p. 1), many of the measures adopted by Latin American and Caribbean (LAC) countries in response to the crisis are related to the suspension of face-to-face classes at all levels, which has given rise to three main fields of action: the deployment of distance learning modalities, using a variety of formats and platforms; the support and mobilisation of educational staff and communities, and attention to the health and well-being of students
Analyzing the results of the diagnosis phase, it was possible to observe that, on the one hand, the data obtained in the organisational, technological and competence dimensions of the participating universities showed the difficulties they faced in undertaking the change of teaching modality; and, on the other, the difficulties of the diagnostic process itself: it was carried out virtually, there was a cultural and contextual distance, it was conducted from another continent, and some of the instruments used were developed by PMESUT and Ministry of Higher Education (MINEDU) respectively
Summary
During the health emergency period caused by the pandemic, educational institutions worldwide had to adapt and change their teaching methods. The transition from faceto-face to virtual mode became an essential pillar for the continuity of the virtual/online educational service. In this sense, universities initiated the change of teaching modality, evidencing the need for distance learning, which has required a far-reaching methodological change [1,2,3]. 1), many of the measures adopted by Latin American and Caribbean (LAC) countries in response to the crisis are related to the suspension of face-to-face classes at all levels, which has given rise to three main fields of action: the deployment of distance learning modalities, using a variety of formats and platforms (with or without technology); the support and mobilisation of educational staff and communities, and attention to the health and well-being of students. Each initiative has depended on the technical capacity of each institution, its organisational skills, and being of students
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