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Issue Date
2022-01-01
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Proceedings of the 2022 IEEE 2nd International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2022DOI
10.1109/ICALTER57193.2022.9964898Additional Links
https://ieeexplore.ieee.org/document/9964898Abstract
This article analyzes the on-site and online academic performance obtained in a written communication course at a Peruvian university in the context of the COVID-19 pandemic. The methodology applied corresponds to Grounded Theory in data collected and codified through two procedures: the reconstruction of pedagogical strategies and the interpretation of quantitative data corresponding to learning outcomes. Despite the adverse context, it is concluded that the effective use of pedagogical approaches overcomes situational constraints. Moreover, it achieves similar learning outcomes in both face-to-face and online modalities.Type
info:eu-repo/semantics/articleOther
Rights
info:eu-repo/semantics/embargoedAccessAttribution-NonCommercial-ShareAlike 4.0 International
Language
spaae974a485f413a2113503eed53cd6c53
10.1109/ICALTER57193.2022.9964898
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- Creative Commons
Except where otherwise noted, this item's license is described as info:eu-repo/semantics/embargoedAccess