PEDAGOGICAL STRATEGIES IN UNDERGRADUATE EAD COURSES

Abstract

The research addressed the problem of the lack of consolidated knowledge about the most effective pedagogical strategies for distance learning (EaD) undergraduate courses. The general objective was to analyze the pedagogical strategies used in EaD, identifying those that promote better results in terms of student engagement, retention, and performance. The methodology adopted was a descriptive and exploratory bibliographic review with a qualitative approach. Data collection involved the analysis of scientific articles, books, theses, dissertations, and publications in specialized journals, prioritizing sources from the last ten years. The results indicated that strategies such as active learning, project-based learning, flipped classroom, and gamification are effective in increasing student engagement and motivation. The use of interactive technologies, such as digital tools, augmented and virtual reality, and multimedia resources, proved essential for the effectiveness of pedagogical strategies in EaD. The final considerations pointed out that although EaD faces significant challenges related to technological infrastructure and teacher training, technological innovations offer promising prospects. The research contributed to the knowledge about EaD, highlighting the importance of adapting pedagogical strategies to the digital context and the need for further studies to complement the findings.