E-Mediator Presentations

The presentations compiled in the "E-Mediator" section present pedagogical experiences developed at UNAD aimed at strengthening student retention, communication skills, the adoption of self-directed learning, and students' adaptation to virtual learning environments. The papers demonstrate how various teaching strategies, supported by digital technologies, participatory methodologies, and socio-emotional support, have contributed to improved academic performance and reduced dropout rates in highly complex courses.

Among the highlighted experiences is the training workshop "How to Speak in Public?  – Chasquis," designed as a pedagogical strategy to strengthen communication skills through reading, writing, and oral expression in university settings. The program integrates experiential, playful, and theatrical methodologies aimed at overcoming stage fright, strengthening social interaction, and fostering the adoption of academic norms specific to higher education. Likewise, the peer support strategy implemented through the UNAD Network of Monitors is presented, where students with academic experience provide subject-specific and emotional support to peers in more challenging courses, using tools such as WhatsApp, Skype, educational workshops, and virtual guidance to strengthen student retention and completion rates.

Another relevant initiative is the "Understanding to Speak English" program, developed for the English 0 course, which is characterized by high dropout rates and low academic performance. The strategy is grounded in the cognitive, affective, and motor dimensions of learning, integrating synchronous and asynchronous support, blended learning activities, labs, workshops, social media interaction, and the production of audiovisual materials. The results show a significant decrease in dropout rates and a sustained increase in course completion rates.

Experiences are also documented in the Introduction to Business Administration course, where strategies such as infographics, tutorial videos, Virtual Information Objects (OVI), academic orientation workshops, business immersions, and ongoing communication via digital tools were implemented. These actions facilitated students' adaptation to Virtual Learning Environments (VLE), improving pass rates and strengthening interaction between faculty and students. Finally, the EECOS (Encounters and Experiences in Communication and Society) strategy is presented as an academic and university space geared toward Social Communication students, through discussions, workshops, and the sharing of experiences that bring students closer to the core issues of transformative communication and strengthen their sense of institutional belonging.

Taken together, these experiences demonstrate that contextualized pedagogical support, the strategic use of digital technologies, and participatory methodologies are fundamental elements for strengthening student retention, fostering autonomous learning, and building meaningful educational experiences in virtual and distance education.