Didactic strategy based on the participatory action-research methodology for online training with student assistants

Abstract

The covid-19 pandemic situation has focused the teaching-learning process from other perspectives, where the application of didactic strategies through student assistants greatly favors the development of collaboration between students with different levels of development. The proposal presented pursues the objective of developing a strategy with student assistants for the online teaching-learning process in Cujae during the pandemic in the year 2021. The didactic strategy is offered based on the participatory action-research methodology for training online with assistant students and the main results obtained in a sample of 11 groups and 261 students of 1st and 4th year of the Civil Engineering career at Cujae. The intervention of the movement of assistant students in the distance learning process consolidates the work that promotes more flexible and significant learning instances for the student, it allows to accentuate the dialogical character of the educational process, it takes into consideration the importance of the links between the practical, emotional and cognitive aspects linked  to the teaching-learning process and training in general. The application of the strategy made it possible to positively assess the experiences and a result obtained with the student assistants in online training at Cujae in 2021 and underlines its value through an important group of added skills that are trained both in the protagonist students and in the rest of those involved.