Remote teaching in the learning autonomy of Latin American university students

Abstract

Education, understood as a process in which society projects its values, roles and transfers knowledge so that its citizens can apply them in the best way to improve their environment and quality of life, has its own models, strategies and means to carry out the educational process. However, these have been adapted to the changes and adverse circumstances resulting from the Covid 19 pandemic.  Among these changes, the virtuality of remote education has emerged as a real solution in this context. The world has had to adapt, and Latin America has faced the pandemic with its educational models, structures and actors as best it can, obtaining diverse results and impacts. The aim of this article is to analyse the experiences developed by universities in various countries in the region and their impact on the learning autonomy of undergraduate students, within the framework of emergency remote teaching. For its development, we have resorted to the review of various articles in open access databases in Spanish and published during the pandemic period. Among the most relevant results, it can be seen that planning for teaching and teaching actions are key for students to learn in a meaningful way and to promote skills for self-management of learning, in those experiences of replication of face-to-face teaching, auspicious results are not observed.