Strategies for pedagogical innovation in traditional programs: tensions between presentiality and virtuality

Abstract

The aim of this article is to analyze innovative experiences in eight courses within traditional programs at the National University of Entre Ríos. These experiences were consolidated during the pandemic and continue in the current context characterized by increasing technological and socio-cultural changes. The selected experiences postulate a break with established pedagogical practices based on the integration of digital technologies and promote mixed teaching models and student participation. The study was qualitative, exploratory and synchronic, based on interviews with teachers to explore the modalities and dynamics of pedagogical innovation for the articulation between in-person classes and virtual activities, as well as to know their attitudes and perceptions about the use of technologies and face-to-face classes. The results indicate that these teachers emphasized that the implementation of innovations through technology integration implies more work and commitment from teachers and that the use of technology needs to be adapted to students’ needs. Finally, it is noted that, although they promote mixed teaching modalities, they highlighted the importance of physical presence in enhancing learning.