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

3 considerable difficulty, step by step. The second point of importance is that the labora- tory practices had a greater focus on the presentation of the practice, leaving aside the aspects of the demonstration. Due to the effects of remote teaching, it is a fact that part of the laboratory experience is substantially lost. However, what is primarily of interest is the development of the practice and the experimental results obtained. Nevertheless, there was a consensus that virtual laboratories are very useful because the application of the theory can be clearly understood. 4 Methodology Proposal Taking into account the previous results, a new model or methodology for the teaching of electromagnetism is proposed, which has as its main objective the optimal learning of the students. This proposal has to face both the challenges of teaching electromag- netism, as well as the new challenges brought by the current worldwide health crisis. Clearly, perfect learning cannot be guaranteed, however, this proposition seeks to sus- tain the teaching techniques to be practiced both by the feedback of the students them- selves as well as a pedagogical foundation. Like the methodology used in the development of the course, the proposal will focus on the teaching techniques as well as the evaluable activities. The benefits of the main activities carried out have been highlighted in previous sections, so the proposed model is based mainly on the feedback from those who directly experienced the course, in other words, the students. Teaching techniques. First and foremost, the use of asynchronous classes for the de- velopment of course material. There was a very favorable perception of its application. This is due to factors such as accessibility, the ability to resolve simple doubts at any time without the need to communicate with the teacher and the clear development of the topics. Also, the teacher is able to express himself in a more planned and under- standable way, as well as utilize simulation tools to expose concepts of a higher level of abstraction (Coetzee et al., 2020). However, synchronous lessons must not be ne- glected. There must be a balance between asynchronous and synchronous lessons. The main feedback obtained was that synchronous lessons are much more useful for the development, step by step, of exercises and the explanation of more complex concepts. The main appeal of the guided solution of exercises is that it allows to appreciate the teacher's way of thinking when facing the instances of electromagnetism exercises and the capacity to ask him in this regard (Leppävirta et al., 2011). The textbook of the course topics is provided as support. It must be taken into account that the material provided by the teacher is based on what is developed in the textbook; however, it ben- efits the students when a theoretical foundation is provided in order to achieve a better understanding. Finally, the last activity to be implemented is the presence of guest lec- turers; as they give an insight into how the different concepts of the course are being implemented in a professional environment. 481