Hybrid Learning in Times of Pandemic Covid-19: An Experience in a Lima University

Hybrid learning became more important in the context of the Covid-19 pandemic. In this sense, the University of Sciences and Humanities implemented adequate strategies to guarantee the continuity of the teaching and learning process. At first, the virtual modality was chosen in its entirety, and then it went to a hybrid modality;however, the teachers were not trained;students had problems with connectivity and access to technological resources, which led more than 35% of them to drop out of their studies. Therefore, the purpose of the study is to know the perception of students about the hybrid modality, through a questionnaire applied to 142 students of the 2021-1 cycle, considering 19 integrated questions in 4 dimensions using the Likert scale with ordinal data: didactic strategy, didactic resources, evaluation and tutoring system - all this in order to evaluate the strategies of the hybrid model proposed by the university. The results obtained in the dimensions show the highest score in the evaluation dimension, with an average of 4.51, specifically in the planning of the study program;however, the lowest average is found in the tutoring dimension, with an average of 3.22, which corresponds to participation in psycho-pedagogical workshops to improve academic performance. It is concluded that the didactic strategy in the hybrid modality has been satisfactorily approved by the students. However, tutoring must be strengthened through academic counseling, so that the beneficiaries of this research are students, teachers and parents. © 2023 Authors. All rights reserved.

Remote Supervision in Times of Pandemic at the University Level Under the Systemic Approach

In this research work, the remote supervision of teachers is shown to be carried out within the framework of Covid-19 at the University of Sciences and Humanities, where full and part-time teachers and also students had training in the use of digital tools for the development of their digital skills and competencies. The soft systems and the Wilson methodologies were used with a systemic approach, based on its Maltese cross where information was obtained on the perception of the teaching-learning process in remote time by the student, teacher, assistant, coordinator of the area, teaching assistant who were directly involved in the supervision of remote classes. The research design is non-experimental, since the variable is not manipulated. In addition, the method is deductive, since it goes from the general to particular. The objective of the article is to make a proposal for continuous improvement in remote learning teaching in times of pandemic. The result obtained from the research was that remote supervision allowed the teaching-learning process to be improved by providing feedback on continuous improvement. It is concluded that the supervision of teachers requires teachers of full time, as well as more training in the use of digital tools, benefiting students from research.