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

2 implemented, the evaluable activities and the activities that were not implemented in the course. To concretize the data analysis process, the survey response “ Extremely useful ” was quantified with a 5, while the response “ Not useful at all ” was given a value of 1. In this way, the behavior and perspective of the group enrolled in Electromag- netism I can be studied in relation to the teaching strategies utilized. The main results obtained in the three aforementioned categories are presented below. Table 1. Assessment of the teaching strategies implemented in the course. Question Extremely useful & ve ry us e fu l (%) Not at all useful & slightly useful (%) Moderately useful (%) Mode Mean Asynchronous Classes 83.4 4.2 12.5 4 4.21 Synchronous Classes for exercises resolution 79.2 4.2 16.7 5 4.38 Textbook material 87.5 12.5 0.0 5 4.29 Synchronous Classes for theory review 66.6 12.5 20.8 5 3.96 Guest lectures 87.5 0.0 12.5 5 4.63 Note: Results of the survey applied to the students of the course Electromagnetism 1. Prepared by author: Araya & Dumani, 2021. Table 2. Assessment of evaluable activities. Question Extremely useful & ve ry us e fu l (%) Not at all useful & slightly useful (%) Moderately useful (%) Mode Mean Open- ended questions 83.4 4.2 12.5 5 4.38 Use of simulation tools 91.6 0.0 8.3 5 4.63 Forums 87.5 4.2 8.3 5 4.42 MATLAB simulations assignments 87.5 0.0 12.5 5 4.58 Laboratory reports 66.7 29.1 4.2 5 3.71 Note: Results of the survey applied to the students of the course Electromagnetism 1. Prepared by author: Araya & Dumani, 2021. Table 3. Assessment of activities not implemented in the course. Question Extremely useful & ve ry us e fu l (%) Not at all useful & slightly useful (%) Moderately useful (%) Mode Mean Peer - reviewed evaluations 33.3 29.2 37.5 3 3.25 Open forums 45.8 25 29.2 5 3.49 Note: Results of the survey applied to the students of the course Electromagnetism 1. Prepared by author: Araya & Dumani, 2021. Additionally, a space was provided for students to emphasize or comment on the activities and thus provide feedback on the teaching strategies employed. Several points can be emphasized, but the main two are the synchronous and asynchronous classes and the laboratory reports. The other activities had favorable feedback from the stu- dents, which is a good indicator. In the first instance, it is necessary to generate a bal- ance between asynchronous and synchronous classes. Many indicated that the asyn- chronous classes should be kept for the development of the theoretical content of the course, while the synchronous classes should be used for the solution of exercises of 480