Virtual learning environments to foster diversity in times of pandemic

Abstract

Since March when the health contingency was declared in Mexico, virtual learning environments have been the best ally to continue with academic life, however, it is important to point out the efforts this has represented for teachers, students and even the family, who have had to adapt to a new way of working, with many shortcomings in teacher training to manage virtual courses in an efficient way, although, with all the disposition to assume this new commitment that today is presented to us. At the Universidad Veracruzana (UV), we recognize the existence of diversity derived from the entrance of students from diverse social groups and different geographical regions among many other divergent aspects, which during the pandemic have been fueled by the social, economic, and digital gap that prevails. This article aims to find out how teachers have adapted their teaching strategies through the implementation of the diversified classroom within the different Educational Experiences (EE) of the Humanities Area of Universidad Veracruzana in the Veracruz region. The methodology used was virtual netnography, collecting data through the qualitative interview technique.