Didactic strategies in educational platforms: experience of Bachelor's Degree in Administration teachers at a public university in Paraguay

Abstract

The COVID-19 pandemic induced significant shifts across all sectors, including education. This study aims to detail the didactic strategies employed by professors of the Bachelor's in Administration program at a public university in Encarnación. A theoretical review was the foundation for the field study, which involved questionnaires directed at educators. The results were examined through a mixed, non-experimental, and descriptive lens. It was discovered that measures to sustain virtual classes were rooted in previously known information and communication technologies (ICT) and the integration of new, user-friendly, and free tools. The didactic strategies deployed were varied and similarly used by all educators, mirroring those employed in face-to-face instruction. The sole difference lay in the mediums used to execute these strategies, owing to the adaptation to the online learning mode. Educators acquired technological skills through training, and Google products proved especially beneficial. The pandemic situation spurred the learning of new strategies and tools, enhancing the performance in virtual teaching.