Article

Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

Pedagogy as a virtual strategy to educate in the values of responsibility,

honesty and respect in times of pandemic

La pedagogía como estrategia virtual para educar en los valores de resposabilidad,

honestidad y respeto en tiempo de pandemia

Pedagogia como estratégia virtual para educar nos valores da responsabilidade, honestidade

e respeito em tempos de pandemia

Pedro Miguel Alcocer Aparicio

Ph.D., researcher at the University of Guayaquil. Guayaquil, Ecuador

https://orcid.org/0000-0001-6710-0143, pedro.alcocera@ug.edu.ec

Deida Raffo Velarde

Master's Degree, University of Guayaquil . Guayaquil, Ecuador https://orcid.org/0000-

0001-5658-8614, deida.raffov@ug.edu.ec

Bolívar Darío Troya González

Master's Degree, University of Guayaquil . Guayaquil, Ecuador, https://orcid.org/0000-

0003-3339-1864 bolivar.troyag@ug.edu.ec

Received March 2021 - Accepted October 2021

Revista Iberoamericana de la Educación

Vol - 5 No. 1, January - March 2022

e-ISSN: 2737-632x

Pgs 78-102

Abstract: The article proposes a virtual pedagogical strategy to educate

students of the University of Guayaquil (UG) in the framework of moral

transformation that covid19 has left in the students, it is an axiological,

axiological-humanistic-cultural intervention, laying the moral foundations as

a contribution to the integral formation. The methodology is based on the

materialist dialectic with a qualitative approach, interviews, surveys and

document analysis were applied to 28 students, 5 teachers and 1 director,

based on its principles, its 5 phases are developed. The results show that it is

urgent to apply strategies that promote values education at the UG.

Keywords: strategy, virtuality, values, higher education, pandemic.

Article

Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

Resumen: El artículo propone una estrategia pedagógica virtual para educar

a los estudiantes de la Universidad de Guayaquil (UG) en el marco de la

transformación moral que el covid19 ha dejado en los estudiantes, es una

intervención axiológica, axiológico-humanística-cultural, sentando las bases

morales como aporte a la formación integral. La metodología se basa en la

dialéctica materialista con un enfoque cualitativo, se aplicaron entrevistas,

encuestas y análisis documental a 28 alumnos, 5 profesores y 1 director, con

base en sus principios se desarrollan sus 5 fases. Los resultados muestran que

es urgente aplicar estrategias que promuevan la educación en valores en la

UG.

Palabras clave: estrategia, virtualidad, valores, educación superior,

pandemia

Resumo: O artigo propõe uma estratégia pedagógica virtual para educar os

estudantes da Universidade de Guayaquil (UG) no quadro da transformação

moral que a covid19 deixou nos estudantes, é uma intervenção axiológica,

axiológico-humanista-cultural, lançando as bases morais como contribuição

para a formação integral. A metodologia baseia-se na dialéctica materialista

com uma abordagem qualitativa, foram aplicadas entrevistas, inquéritos e

análise documental a 28 estudantes, 5 professores e 1 director, com base nos

seus princípios, são desenvolvidas as suas 5 fases. Os resultados mostram que

é urgente aplicar estratégias que promovam a educação de valores no GG.

Keywords: estratégia, virtualidade, valores, ensino superior, pandemia.

INTRODUCTION

Education worldwide has suffered a technological morass within its

pedagogical context due to the pandemic and its effects of this terrible disease,

typified by the World Health Organization (WHO) as COVID-19 is the

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

abbreviation for coronavirus disease 2019: CO stands for 'corona', VI is for

'virus', D for 'disease' and 19 is for the year in which it originated (2019). This

situation forced teachers and students to adapt to a globalized world at the

virtual level. Living beings are biologically designed to cope with a changing

world.

Technological advances have allowed the advent of two generations that try

to coexist in a world divided between the face-to-face and the virtual.

According to Prensky (2001), he classifies users as digital natives and digital

immigrants. Virtuality has framed a new form of coexistence, sometimes

similar to the face-to-face, for all the technological advances that the subject

shares in this context, although it is true that it has brought many advantages,

it is also clear that we must use these spaces to educate the individual of the

existing moral avatars. It would be worthwhile to ask ourselves what is

virtual? According to (Chimal,1999), it is pointed out that "it is assumed that

the most appropriate term for this new classification of values should be

virtual". Inasmuch as today's technological advances make it possible to

convert information into interchangeable digits in virtuality, it is for this

reason that a virtual pedagogical strategy to educate in values has an added

value for students in higher education.

In this context, the virtual strategies of the past decade serve only as a record

for the implementation of new study applications that will serve teachers as

work tools within virtual classrooms. In the new educational context resulting

from the pandemic, it can be presumed that, although the concepts and

disciplinary rules within the institutions are maintained, they are not effective

for the new educational model and it is here where the student must be trained

to mobilize within this environment, with pedagogical strategies that promote

the values and ethics of human formation to be applied autonomously.

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

All the mentioned reasons have made the educational system migrate

violently to the implementation of the technological platform, which have

been previously designed with didactic standards, based on the important

aspects of the educational contexts that are related to the way of teaching and

where the online system is applied with subjectivity in the development of

teaching.

In the 20th century and at the beginning of the 21st century, the growth of the

use of learning management systems (LMS) within the educational

community was asked to be considered. Once the level of knowledge of

pedagogical strategies was defined, three essential components were

investigated: social, cultural and technological. The three aforementioned

elements were examined, because to the extent that they achieve a good

interaction, they derive in more remarkable results within the process and

enhance the results in the higher education processes of virtual mediation.

In addition to these elements, it is indicated that persistence is a significant

factor in achieving the objectives of a virtual pedagogy, since quality

assurance and ease of technical use are involved so that the student remains

motivated. (Martínez, et al.,2018)

The viability of the strategies in the field of education indicates that their

genesis is based on social and technoscience as an element that has allowed a

radical change in traditional education and that cultural values are the

fundamental part of any society. However, the results of this process can be

noticed in the progress of its execution through the application of didactic

strategies accompanied by virtual resources.

Technological tools in virtual environments represent a pedagogical strategy

that facilitates interaction, since they promote simultaneous and cooperative

learning despite the limitations of distance and permanence, which have

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

increasingly become a barrier that rules out individual ability under specific

conditions.

That is why the results of this study generate a reflection of the educational

practice in the use of usable strategies in virtual environments, considering

that these environments are not created automatically and naturally, they have

to be created as part of the learning environments, and for this it is important

to identify the common use of learning strategies and the preferences and

styles that the young person employs for collaborative learning in their

approach to virtual environments. (Rodríguez, et al.,2018)

It is important to emphasize that the use of technologies involves seeking new

strategies for students to value and rethink the commitment of their use and

how to strengthen the values that allow them to act on educational campuses

and in their daily lives, i.e. that the appropriation of the values of

responsibility, honesty and respect (RHR), are strengthened at home, but in

many cases internal circumstances due to ruptures or migrations, affect the

lack of guidance whose product is a formative distortion of the student.

This article deals with the subject from the point of view of the teacher who

receives students in an apparently impersonal environment, but who, through

appropriate pedagogical tools, tries to educate at least in the three primary

values (RHR).

With a different perspective to traditional education, which involves different

processes, among them the aim is to change the rational behavior of the

participants in the development of ideas in the social part, seeking education

in values that should be applied in the educational context. The virtual

approach in the classroom, provides an important support in the technological

learning process that incorporates ICT, and with this the educational

paradigm is modified, focused firstly on respect, whether authorities,

teachers, administrative staff or students; honesty in the presentation of their

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

work; and the responsibility of their actions within the learning environment,

in order to generate an interpretation of values to be used within the

professional profile.

Education has to face and overcome several challenges. The first is the

challenge of integral education; it proposes to assume this basic challenge and

the others, structuring education in four fundamental dimensions: learning to

know, learning to learn, that is, acquiring the instruments of understanding;

learning to do to influence one's environment; learning to live together (living

together) to participate and cooperate with others in all human activities;

finally learning to be (195-96), total learning, body and mind, intelligence,

sensitivity, aesthetic sense, individual responsibility, spirituality, critical

judgment, autonomy in decision making. These challenges represent a great

commitment for education worldwide, for the integral development of human

beings, as important processes for the construction of the new societies

demanded by the contemporary world.

Higher Education (HE) is undergoing transcendental changes worldwide, the

constant changes in the political, social and cultural aspects force it to focus

its attention on the training of students in the fundamental processes of

teaching, research and networking. The climate changes, the lack of balance

between man and nature, the overflowing corruption and now the pandemic

and its lethal effects for the world population, makes a call to the HE, to

modify their teaching actions and can be felt in the technological tools that

have been developed since February 2020 to the present, this leads to the

authorities, teachers, students and administrative staff to reinforce ethical and

moral values, to give continuity to the teaching-learning processes.

Under this context the problematic situation of higher education, and in

particular the University of Guayaquil, is evident, since it lacks an artistic-

cultural action that allows it to develop pedagogical actions as a strategy in

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

the virtual environment, where humanistic-cultural activities prevail, to

strengthen the education in moral values of its students. This is due to many

reasons among them: the lack of technological resources and learning

environments to develop activities that contribute to the humanistic-cultural

development of the students and their environment, the apathy of some

teachers who do not master the technologies, the lack of subjects that have

credit units for education in values, and the lack of curricular designs where

strategies of the ludic-aesthetic axis are implemented, through E-learning

education, in order to promote moral values in the (UG).

In addition to the lack of pedagogical guidelines that allow educating students

in moral values through artistic-cultural activities. The framework of the

situation described above demands the search for solutions that allow the

development and implementation of alternatives that strengthen the artistic-

cultural activities and promote moral values in the students of the UG.

The problem leads to the following question: How can we contribute to the

education of moral values of responsibility, honesty and respect through

artistic and cultural activities at the UG?

Thus, the scientific problem specifies education in values in Higher Education

as the object of research. In order to answer the scientific problem and

considering the research object, the general objective of the research is: To

propose a virtual pedagogical strategy to contribute to the education in moral

values of UG students, through cultural activities.

Based on the objective of the research, the following specific objectives are

formulated

To determine the theoretical and methodological background of moral values

education for UG students.

To diagnose the current state of the education in moral values of the students

of the art career of the UG.

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

To support the proposal of a virtual pedagogical strategy to contribute to the

education in moral values through cultural activities.

To produce a scientific article on the virtual pedagogical strategy to contribute

to education in moral values at the UG.

Institutions such as the University consider that the current policies of Higher

Education have highlighted among the basic missions that of contributing to

protect the values of society, consisting of having an ethical function in a

period of crisis of values such as the one the contemporary world is going

through.

The above implies working from the educational field and with the

participation of the family, school and institutions, all together, joining

efforts, for a fairer society where commitment, solidarity, responsibility,

patriotism, respect, peace and consideration of others with their differences,

rights and duties, result in the unity of men and women for a fairer world.

Values are a social meaning that constitute motives and guides of human

conduct, hence their high regulatory role of interpersonal relationships and

behavior, they have an objective and subjective determination at the same

time in the unity of the cognitive and affective expressed in the behavioral.

Each person assumes his own system of values depending on his concrete

conditions of life, needs, interests, developed points of view, vital experiences

and educational influences. Arteaga (2005).

"Values are an important part of the spiritual and ideological life of society

and of the inner world of individuals, they are a production of the

consciousness (social and individual) and exist in unity and difference with

anti-values". Chacón (1999).

The value system of society is made up of political, legal, moral, aesthetic,

religious, philosophical and scientific values (Chacón, 1999), and this system

is a specific expression of the economic, social and class conditions of a

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

specific historical epoch, in its dialectic with the universal human content they

contain.

Studies on values in the educational sphere have been taken seriously in the

international arena in recent years due to the global crisis resulting from the

pandemic, which affects humanity because of its implication in contemporary

social thought, since the dimensions of this problem not only reach the

economic, social, political and cultural life of contemporary societies, but also

because, in addition, it is evident that human survival itself is at stake.

Castillo (s/f) points out that the pedagogical strategy is the projection of the

pedagogical direction that allows the transformation of a system, subsystem,

institution or educational level to achieve the proposed end and that

conditions the establishment of actions to obtain changes in the directions that

are involved in the direction of that end. (Organizational, didactic, material,

methodological, educational, etc.).

On the other hand, Rodriguez points out that strategy is "the adaptation of the

organization's resources and skills to the changing environment, taking

advantage of opportunities and evaluating risks in terms of objectives and

goals" (Rodriguez, 2006; Cited by Valle, p. 60). (Rodriguez, 2006; Cited by

Valle p. 60).

These authors agree that the purpose of the organizational strategy is a

systemic action that allows responding to the goals set by means of resources

that satisfy the objectives set in correspondence to the demands of the

environment.

Consequently, we assume the criteria of Valle (2007) in relation to the

pedagogical strategy, which he defines as "the set of sequential and

interrelated actions that, starting from an initial state and considering the

proposed objectives, allows directing and organizing in a conscious and

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

intentional way (school-based or not) the integral formation of the new

generations" (p.61). (p.61)

This strategy is located within the pedagogical category due to its nature and

characteristics, as well as the relationships between its components for its

implementation in practice, which is framed within a scope that allows the

interweaving of virtuality as an emerging component in the face of the

pandemic that allows an E-learning relationship, and the ethical relationship

of teachers - students.

Once the object of study and the field of action have been investigated, the

need to present as a result of the research the proposal of a virtual pedagogical

strategy becomes evident, taking into account that the essential purpose is the

awareness of moral values (RHR). This arises as a proposal, whose challenge

is to promote the ethics and morals of students in the face of the new virtual

educational normality, which constitutes a change in the curricular conception

of higher education and in which the axiological, spiritual and humanistic

formation of the being is enhanced, which demands the formation of a

humanistic student; and finally, of the transformation processes that education

demands nowadays.

The linkage with society plays an important role for the strategy, since its

actions are important as a strategic process in the framework of its

interrelation with teaching and university research, it is a fundamental pillar

to build from the curricular areas, the fundamental bases of the moral values

(HRH) of the future generations formed as professionals in times of

pandemic.

It is important to emphasize that the virtual strategy has some requirements

that will allow the implementation of actions that will allow the conscious

education of the values of respect, honesty and responsibility (RHR), for this

it is necessary to point out the actions of preparation oriented to the diagnosis

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

of the directors, teachers, students and the community, attending the problems

of the actors involved. Creation of a university environment, adapted to the

changes demanded by society, with artistic-cultural activities, where the value

and the humanistic formation that propitiate virtual education work as a

condition and context to produce changes in the directors, teachers and

students. The application of methodology and evaluation as essential

elements for the work of education in values, considering the particularities

of virtuality.

MATERIALS AND METHODS

The graphic representation of the pedagogical strategy expresses the moments

through which it passes, its phases and their interrelationships in a systemic

manner so that it fulfills the functions defined in the strategy.

It goes through 4 moments conformed by five phases 5, its components,

actions and the systemic interrelationships that are established among them,

which represents the modeling for, from the initial state, it transits to the

desired state in the education in moral values RHR, of the students of the

(UG), through artistic-cultural actions.

The following is a summary explanation of each of the components of the

scheme.

According to Sánchez (2007)...the scenarios that frame the university

environment and the changes they generate within it, are closely related to the

historical evolution. This gives meaning to the analysis of realities in the

context, since it places them in their right dimension and allows considering

the contextualization process as a permanent flow of development of

situations that act on organizations that behave as open systems in constant

and permanent transformation.

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

The context is a referential framework to infer the analysis and construction

of a perspective on the evolution of events, circumstances and

transformations, particularly in the organizations that make up, coexist,

interrelate and interact in society. (p.23)

Environment. Ecuadorian historical-cultural context. The contemporary

reality of the country is governed by the fundamental precepts established by

the Constitution of the Republic of Ecuador (2008); a political project "Plan

for the Creation of Opportunities" (2021- 2025), as a multisectoral

instrument, of national scope, which is presented as follows: Economic and

Employment Generation Axis: 4 objectives, 14 policies and 38 goals. Social

Axis: 4 objectives, 20 policies and 46 goals. Integral Security Axis: 2

objectives, 5 policies and 13 goals. Ecological Transition Axis: 3 objectives,

9 policies and 17 goals. Institutional Axis: 3 objectives, 7 policies and 16

goals.

It refers to the actions that each of the subsystems (MOMENTS - in the

system in question) that make up the System (pedagogy as a strategy to

educate in values in a virtual way) must carry out. These actions are

developed in a systemic way, generating changes, transformations and giving

sense to the objective of this system. Dialectical Moments/Identification of

the subsystems.

Matus defines the Moment element in the framework of Situational Strategic

Planning as "...instance, circumstance or juncture through which a process is

passing (...)" (Matus; n.d. cited by Castillo, n.d., p. 17). (Matus; n.d. cited by

Castillo, n.d., p. 17).

Dialectic. For the purposes of the strategy, the laws governing dialectics are

assumed from the philosophical approach of dialectical materialism, when it

proposes an interpretation of reality conceived as a material process in which

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

an infinite variety of phenomena follow one another, starting from other

previously existing phenomena.

Therefore, Dialectical Moment will be understood as the juncture in which

events, facts and activities take place that will give mobility to the process of

transformation of the system towards the achievement of its objectives.

Based on the definition of this construct, each of the dialectical moments that

characterize the system's transformation process are described below:

a) Guiding Moment: It is represented by Phase I Guiding Framework. In this

phase converge the foundations and principles that govern, govern and

support the Virtual Pedagogical Strategy for the education in moral

values of (RHR). Likewise, it declares the moral values to be educated

through the social linkage, integrated in turn to the virtual education with

the use of the different educational platforms.

Dialectical materialism as a guide for educational action, from the perspective

of this research, offers an essential theoretical basis for understanding the

process of integral formation, considering man as a social being, historically

conditioned, depositary of the historical-cultural experience that precedes

him, that reproduces it and that lives and develops in interactivity with the

social reality.

This is important in the case of Ecuador, because of the change that is taking

place in the nation, because of the pandemic effect that produces a scheme of

values adjusted to its interests and the Ecuadorian society, another scheme is

being formed that allows humanistic development, and the school in all its

structures must respond to the social needs demanded by this change.

From the psychological point of view, the historical-cultural theory is

assumed, which provides knowledge of the characteristics and qualities of the

student's personality from the understanding of the social situation of

development in which this formation takes place, through activity and

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

communication with others. The conception of teaching, learning and

education of Vigotski (1988) is assumed, who bases the role of these in the

process of growth and integral development of the person, from determining

the zone of proximal development.

The pedagogical strategy is based on Sociology, because moral education is

a response to the social problems of today's world, which favors positive

relations between different cultural groups and enables dialogue and spiritual

enrichment of individuals.

The postulates of Marxist-Leninist sociology, which conceive human

behavior as the result of direct influence on given social conditions, which in

turn have produced it, are also taken into account. Likewise, the criteria of

Domínguez and Blanco (cited by Chacón, 2011. p.11), regarding the

recognition of socialization as the general objective of education and the

recognition of the school as the agglutinating center of educational influences,

are also taken into account.

Accordingly, the following is assumed from the pedagogical point of view:

the dialectical-humanist approach of the pedagogical process of open, flexible

and multidimensional character, centered on the integral development of the

personality. It considers the unity of the affective and the cognitive and the

instructive and the educational. It is also based on the more general laws of

didactics addressed by Carlos Álvarez: relations of the pedagogical process

with the social context: the school in life and the relations between the

components of the pedagogical process: education through instruction.

(Alvarez, 1996). In addition, it is based on the system of principles for the

direction of the pedagogical process proposed by Addine (2002), which

emphasizes the principle of linking education with life, the social

environment and work, in the process of education of the personality.

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

Likewise, they are based on the humanistic character of Ecuadorian university

education, as a space for the realization and construction of human beings, of

the morality that points towards the humanization of men and women, the

preparation required by this new social, global and local order.

Likewise, they are based on sociocultural intervention as a methodology for

university extension. González and González (2002) point out that

sociocultural work "is responsible for ensuring that in the organization of the

extension process the postulates of sociocultural promotion are applied in a

dynamic and flexible manner and that this function is not translated into a

purely administrative element, but arises with the creative impulse of these

practices" (p.10). (p.10).

The pedagogical strategy to educate the values of (RHR), represents a

challenge of the present and a challenge of the future of societies, for the

educational projects of university education and the aspirations of national

development, it is a planned process that obeys the social task of Ecuadorian

education, in times of pandemic and the objectives set by the nation in order

to contribute to overcoming a current social need.

b) Strategic moment Phase I. It is the space for the production of knowledge;

it is the previous calculation that only takes shape in practice. In this

moment, progress is made towards the development of the following

phases in the transformation process: Phase II Situational Framework: It

implies the observation and appreciation of the current state of the situation

of education in moral values in the context under investigation. This is

determined through a situational diagnosis and the establishment of

categories and indicators as essential aspects. Phase III Programming

Framework: once the results are known, it is the juncture where the

strategy is designed and the actions are projected from the perspective that

is sought to be transformed; that is, the university management (directors,

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

teachers, students) is mobilized towards the desired state of education in

moral values, thus allowing the effects of this mobilization to transcend to,

for and by society.

Phase II. Situational framework Analysis of social and professional training

requirements and needs assessment.

The social and professional training requirements that regulate the

Ecuadorian university education institutions are based on the nation's guiding

documents mentioned in the previous paragraphs, which establish as a

priority the humanistic training with the values of responsibility, honesty and

respect.

The study carried out by the researchers may constitute a guide for all those

who need to expand the research on education in moral values through the

link with society and who may apply the actions of this pedagogical strategy

to future research in other contexts. Torres (1993) (cited by Gallardo, 2004)

emphasizes the need to involve in this participatory process the groups, the

context and the learning systems, declaring as a key problem to be faced, the

distinction between real felt need and demand; that is, to consider the need to

combine individual, group and social reality.

These assumptions serve as a basis to assume the criteria for the diagnosis of

needs of the pedagogical strategy to educate students in moral values at the

University of Guayaquil, linking it to a close relationship between the current

state and what should be in accordance with the new modes of action

demanded by the new normality in the face of the covid 19 pandemic.

Phase III. Strategic planning programming framework

Rodriguez (2006) points out that strategic planning is conceived as a form of

participative management that involves everyone in the planning, execution

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

and control of the necessary transformations in the teaching-learning process

or in its actors in order to adapt to the demands of the environment.

RESULTS

The results of this research require that the strategy be evaluated on an ongoing

basis, understanding that values cannot be measured in quantitative quantities,

and should be a systemic process that allows the ongoing qualification of its

actors, in order to take corrective measures and be in line with the demands of

society.

Strategic action planning

Linkage actions will be planned to educate in moral values that are consistent

with the values of the Ecuadorian Social Project in order to strengthen the

values of responsibility, honesty and respect.

Moment of Execution. Phase IV Instrumental Framework: It is the mediation

between knowledge and action. It is the realization in praxis, the pedagogical

strategy, through its institutionalization and generating social commitment

between the university and the community.

Phase IV. Instrumental Framework

1. Presentation of the strategy to the Faculty Council

The strategy to strengthen the moral values of the students of Universidad de

Guayaquil, through the link with society, will be presented to the Faculty

Council so that they understand the current state of the problem, and thus

undertake teamwork.

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

2. To regulate the pedagogical strategy at the institutional level.

Elaborate normative documents that allow the implementation of the actions of

the linkage with society, for its instrumentation, for which the cooperation of

all those involved is required. To request the dean, the analysis and discussion

in the academic council, to involve the manager of linkage with society of the

faculty and careers, to appoint a Review Committee of the regulations of

linkage with society to discuss and assess the inclusion of the strategy in the

regulations referred to the linkage with society, to promote and strengthen

education in moral values through this university function. This activity will be

carried out during the first month of the implementation of the strategy, in

weekly meetings.

Present the teacher preparation program for its assessment and

implementation based on consideration of their training needs.

The program is presented for the theoretical-methodological preparation of

career managers and managers, teachers or tutors to implement the strategy in

education of moral values of the students of the University of Guayaquil, from

the determination of training needs, endorsed by the review committee. The

program has a duration of 30 hours, which will be implemented after the

approval in the second month, with a duration of 3 hours per day for the

different linking managers.

The guidelines for education in moral values, through the link with society, are

then presented.

After the regulations have been drafted, they are submitted for consideration

by the Board of Directors.

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

Preparation of managers, teachers and cultural promoters to educate in

moral values through the link with society.

Objective: Theoretically and methodologically prepare managers, teachers and

stakeholders to dynamize actions to educate and strengthen values through

social bonding, through training workshops, expert conferences, lectures and

others.

Formation of cultural artistic groups of the University of Guayaquil.

Objective: To promote the creation of artistic and cultural groups at the

University of Guayaquil and its surroundings, in order to promote the national,

regional and local cultural heritage, especially those linked to the history of the

community where the university is located.

Meetings and socio-cultural sports exchanges between the university and

the community through social bonding.

Objective: To carry out socio-cultural sports exchanges between the

community of the University of guayaquil and the surrounding area, in order

to exchange knowledge and reinforce solidarity between the university and the

community.

Promotion and dissemination of the moral values of the Ecuadorian social

project, responsibility, honesty, respect, through different digital and

printed media.

Objective: To promote knowledge of the moral values of the Ecuadorian Social

Project among the students of the University of Guayaquil and the organized

community, through different means such as community radio, student

newspaper, lectures, workshops, bibliographic material and others.

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

The study and knowledge of the heroes by the students and the community

through artistic and cultural activities.

Objective: Promote the study of Ecuador's heroes, with the use of different

media, to enhance the moral value of respect, through the use of bonding

actions.

Social commitment of the University of Guayaquil

Objective: To develop social activities and community projects that allow the

integration of the university and the environment through activities aimed at

responsibility, honesty and respect, promoted by state institutions, the

university and the community.

a) Control Moment. Phase V Evaluation/Feedback: it is the instance of the

system that tends to compare the output with a previously established criterion.

Its objective is to control the state of the system. To this end, the evaluation

process acts as a support for the system by evaluating the context, design,

process and product, in order to detect any faults that may occur and apply

corrective measures.

"Since in social systems deterministic relationships do not predominate, but

rather uncertainty, the planner must have instruments to deal with uncertainty"

(Castillo, n.d.).

Phase V. Evaluation/ Feedback.

The evaluation will be carried out during the entire process, since this phase is

developed simultaneously with the other phases.

The diagnostic evaluation is used from the initial phase, it allows an analysis

of the contextual situation with which we are going to interact and to know the

conditions that make viable or limit the implementation of the pedagogical

strategy.

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

Co-evaluation and hetero-evaluation are also used by all the actors involved in

the development of the strategy, and finally, self-evaluation as a form of

autonomy for the students. According to Zilberstein, "self-assessment enables

students to develop their own criteria on the quality of their work, instead of

depending on an external evaluation as the only means to know their strengths

and weaknesses, so students make their own decisions about their learning"

(Ziberstein, 1999; Ziberstein, 1999; Ziberstein, 1999). (Ziberstein, 1999; cited

by Chaviano, 2007, p.(102).

The evaluation will be focused not only on the product: the strategy, its

feasibility and relevance, but also on evaluating the constant feedback of the

process. In this sense, the model proposed by Stufflebeam, quoted by González

(2000), who suggests four important aspects that make it possible to achieve

the above, is assumed:

Ø Context evaluation to assess the relevance and timeliness of the pedagogical

strategy.

Ø Design evaluation that refers to assessing the feasibility of the pedagogical

strategy by considering the stages, phases, actions, methods, techniques and

resources available for its implementation.

Ø Process evaluation in which the university extension process and the

relationships between the different actors are assessed and if they contribute

to the education in moral values of the students.

Ø Evaluation of the product: the quality and achievement of the proposed

objectives and the satisfaction of the needs of the students of the University

of Guayaquil will be assessed in different ways.

Ø Evaluation by stages: short, medium and long term.

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Pedagogy as a virtual strategy to educate in the values of responsibility, honesty and respect in times of pandemic

Product: Represents the purpose for which the elements and relationships of

the system were assembled. The results of a process must be coherent with the

objective of the system. In this research case, the effects of its results lead to

the establishment of a short, medium and long term timeline.

Short-term:

• The student: Transcends as a citizen with his attitude in his relationship

with the environment.

• The teaching staff: Helps the student to find his values, to act with

meaning to give meaning to his life.

• The University-Community linkage is transformed: Socio-cultural

interrelationship and interdependence.

Medium term:

Formation of responsible and solidary citizens, with cultural roots and a sense

of responsibility, honesty and respect, committed to Ecuadorian social

development.

Long-term:

Contribute to social transformation, where ethics and morality prevail.

After conducting this research it is important to establish that the study of

values is a recurring theme in societies, and higher education must be aware

of proposing strategies that can mitigate the anti-value actions faced by

modern man, only in this way will it be possible to prevent the social anomie

that prevails in developing countries, and not lose sight of the theoretical and

methodological background that can be applied in the education in moral

values of students and in particular to the students of the UG, and ask

permanent questions such as: Which components should be interrelated in a

virtual pedagogical strategy to contribute to education in moral values?,What

results are obtained from the evaluation of the pedagogical strategy through

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100

the assessment by expert criteria and the analysis of the results of the

implementation by recording experiences in the field diary?

CONCLUSIONS

The following conclusions can be drawn from the research conducted.

Emergency remote education leads to different student responses to everyday

problems in the teaching-learning process. The treatment of the teaching-

learning process as the use of computer resources does not always produce

similar responses among students of different majors and faculties, even when

the specialties are similar.

Strengthen the training processes in tools in the same direction. This is a

recurring request from within the group of students. It is necessary to find a

solution to this problem; some of them claim the need for extra, weekly

training. Propose alternative evaluation models that facilitate the

asynchronous work of students with recurrent connectivity problems or lack

of appropriate tools to carry out this type of work in rigid and restrictive time

slots. Many continue to depend on the public booth or have to go out to buy

charge for their exhausted devices to be able to attend their exams with the

extra expense that this means.

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