ABSTRACT
Due to the COVID-19 pandemic, education underwent an important change, forcing courses to follow an online modality. This article shows the case study of a Computer Programming course at the National University of Colombia, using the flipped classroom methodology, where students through an LMS could view content and perform exercises, and subsequently had synchronous sessions with teachers. Additionally, learning communities were created through the use of instant messaging that allowed interaction between students with classmates and teachers. The results and reflections obtained with the proposed methodology are presented from the review of the use of tools but also from student progress and perceptions. © 2022 IEEE.
ABSTRACT
The spread of COVID-19 has altered the structure and functioning of spatial systems, giving rise to multiple dynamics. The spatial and temporal concentration of cases requiring medical care has led to the collapse of healthcare systems around the world, particularly in territories with already limited resilience potential and provision of medical services, as was the case of Ecuador. In this South American country, a reform of the healthcare system was launched as part of the 2008 Constitution that involved a strengthened investment in healthcare services;however © 2022 Instituto de Geografia. All rights reserved.