Pedagogical experiences mediated by ICT in ten universities of Paraguay during the COVID-19 pandemic

Abstract

The objective of this article is to describe the experiences of curricular adaptation, implementation of pedagogical strategies, and teacher training processes in information and communication technologies (ICT) in ten universities of Paraguay, during the COVID-19 pandemic. These universities, to ensure academic continuity in their study offerings, adopted the modality of virtual or distance learning, focusing modifications and adjustments on four variables mediated by ICT: Curricular adaptation, Use of pedagogical strategies, Teacher training in ICT, and Access to the virtual classroom. The study was developed within the positivist paradigm, with a quantitative approach of descriptive level, and non-experimental cross-sectional design. The population consisted of teachers and students from ten universities based in Asunción. The non-probabilistic or convenience sample was composed of 304 students and 146 teachers. Data collection was carried out online using a questionnaire as the instrument. Two questionnaires were designed, one for teachers and another for students. Before their use, validity, reliability, and pilot testing procedures were conducted. From the data analysis, it is concluded that the four dimensions studied positively and efficiently supported the academic continuity experience of the universities that participated in the research study.