Innovar y transformar desde las disciplinas: experiencias claves en la educación superior en América Latina y el Caribe 2021-2022

2 comprehension of the contents and elaborate teaching strategies in order to increase efficiently learning, based on each instructor's PCK. In the case of field theory, it is necessary to cover the understanding and development of concepts, common miscon- ceptions among students and use of representations to address notions that are abstract and unfamiliar (Coetzee et al., 2020). A solution to the dilemmas proposed by the two previous challenges is the imple- mentation of technology in the teaching of electromagnetism. Thus, providing a clear visualization and more concrete expression of the abstract concepts of electromag- netism (Coetzee et al., 2020). However, in order to appreciate the notions of field theory with technology, a strong theoretical background is a must (Sevgi, 2008). Also, there are pedagogical approaches to ensure better learning. For example, problem - solving exercises designed to develop complex skills. These exercises are intended for the stu- dent to formulate and identify a precise problem, while successfully applying the fun- damental concepts of electromagnetism (Leppävirta et al., 2011). It is important to acknowledge that there must be a balance between theoretical background and practical applications, to ensure an optimal understanding of the electromagnetism contents. 2 Methodology Given the current worldwide health crisis of the SARS - CoV - 2, the Universidad de Costa Rica has implemented the measure of teaching all courses remotely. For this rea- son, since March (first semester) of 2020, the Electromagnetism course has been taught virtually. Numerous challenges have been faced to ensure adequate learning of stu- dents, so it was necessary to establish new didactic methodologies for teaching the course. The following description outlines the active learning methodology used, to- gether with the main teaching techniques. Asynchronous Classes. The theoretical material of the course was mostly taught by asynchronous lessons. This modality consists of pre - recorded classes, at the students' availability. The main benefit is the schedule flexibility, since students can access the material anytime, independently of class hours. The lessons cover mainly theoretical material, leaving aside the resolution of complex exercises. In addition, open -ended questions were provided during the pre - recorded class, for the student to work on them over a defined period of time. These small assignments were aimed at increasing stu- dent engagement, as well as encouraging to follow the weekly topics. Synchronous Classes. The synchronous lessons showed a balance between solving exercises and theoretical material. Zoom videoconferencing technology was used for this purpose. The classes taught generated a learning space, where the indispensable benefit is the communication between the students and the instructor, regarding the topics of the course. Live lessons focused on developing complex topics of the theoret- ical part and solving exercises. This is due to the capability of interacting with the stu- dents and answering specific doubts. The lessons are recorded and subsequently u p- loaded to the virtual environment at the students' disposal. 478