Social Networks in the teaching-learning process in university students

Abstract

Introduction. The confinement policy during the health emergency brought with it significant changes within higher education institutions, particularly the learning processes had to generate adaptations aimed at the virtual modality, which generated opportunities and challenges that the institutions had to face being the student and teaching community the most vulnerable to decisions and therefore had impacts on performance and performance. Target. In this vein, the objective of this study is to identify the conditions of higher education institutions to promote the virtual modality, considering for this theoretical clues that contribute to establish the benefits for students and teachers. Materials and methods. The research has a quantitative approach of a descriptive-explanatory nature, locating the theoretical relationship with the practical needs recovered from a sample of 70 university students from a public university in Mexico. Results. Main actions are proposed to be considered by institutions for the implementation of virtual modalities, as well as strategies that can be adapted to the teaching communities through diagnosis and the generation of critical accompaniment routes derived from the data obtained by the dialogue between students. teachers and authorities. Conclusion. The diagnosis is considered as a fundamental part of the technology implementation strategy as well as the active participation of the actors involved in the educational process to recognize the challenges, opportunities and concerns that result from the emergent implementation of curricular adaptations, methodologies and consequently the development of technology to support teaching, recognizing the role of student, teacher and even parents in order to legitimize institutional actions.