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

3 Laboratory Reports. It is a necessity to relate the theoretical subject with its practical counterpart, since it ensures better learning. Due to remote teaching measures, the la- boratory practices were developed by the class instructors in the electromagnetism la- boratory. These practices were commented and recorded, in order to be uploaded in video format to the virtual environment for the students' availability. The evaluation consisted of a report on what was done in the laboratory practice and its relationship with the theory of the course. Forum. Forums were implemented to encourage student participation and conse- quently, promote interest in the subject. In these activities, students were encouraged to investigate practical applications of course topics, open - source simulation programs or content of interest. Afterwards, the findings are shared among classmates (making sure that no entries are repeated). Simulations. Abstract concepts were illustrated using PhET simulations (Perkins et al., 2006). Students were then asked to discuss their findings in the forum. During the sec- ond half of the course, advanced topics are built upon the theory from the initial topics. Here, complex concepts can be visualized using simulations with two benefits: basic theory understanding is consolidated, while helping to assimilate new concepts. After an asynchronous lesson, students were given an editable MATLAB script. Assignments required the student to run the script with different parameters, and discuss the effects this had on the simulation. Guest lectures. Among the challenges of teaching electromagnetism is that students are not always aware of the relevance of electromagnetic theory in the development of modern technologies. By inviting guest lecturers from industry, students got to hear how professional engineers use the course concepts in their day - to - day tasks. Tests and asynchronous activities. The course evaluation rubric is divided into exams and asynchronous activities. The exams corresponded to 65% of the final evaluation of the course, the remaining percentage was covered in asynchronous activities. These activities corresponded to participation in forums and lectures, laboratory reports, course topic assignments and answering the open - ended questions. 3 Results In order to have a better perspective regarding students' learning, under the previously described methodology, it was decided to use the data collection technique called sur- vey. A group of 24 students enrolled in Electromagnetism I , taught at the School of Electrical Engineering of the Universidad de Costa Rica were asked to complete an anonymous survey at the end of the semester. A 5 - point Likert scale was used with the main criteria being the usefulness of the different teaching techniques applied. The three areas into which the survey can be divided are: the teaching strategies 479