Lessons Learned from Three Latin American Universities on Remote Teaching During the COVID-19 Pandemic: An Analysis of Teaching and Learning Experiences During and After Lockdown

Abstract

In response to the COVID-19 pandemic, educational institutions worldwide suspended in-person classes and pivoted to remote teaching to maintain academic continuity. This study analyze how three prominent Latin American universities −Universidad de Los Andes (Colombia), Pontificia Universidad Católica (Chile) and Tecnológico de Monterrey (Mexico)− adapted  to this unprecedented shift. The research underscores the importance of assessing the impact on learning, understanding the new educational realities and leveraging the lessons  and best practices developed during this period. Collaboration among institutions and colleagues enabled  a comprehensive understanding of the challenges faced by  higher education. The study employed a mixed method approach, collecting data from the faculties and students via surveys, institutional questionnaires, and focus groups. Key findings reveal significant adaptations in learning environments, changes in teaching methodologies, and challenges in assessing learning outcomes. As  in-person teaching resumed, concerns emerged about achieving learning objectives during the remote phase and addressing new difficulties in the teaching-learning process. Additionally, the study highlights the need to rethink educational modalities and adapt to evolving learning and demands. Likewise, the importance of safeguarding  the well-being of both students and educators to foster effective learning is also highlighted.