E-Community Presentations

The papers compiled in “E-Community” present pedagogical experiences and educational innovations developed in various UNAD academic programs, focused on strengthening virtual education, meaningful learning, student retention, and the integration of theory and practice through active methodologies and participatory approaches. The papers address topics related to community psychology, visual arts, animal science, formative research, and academic mentoring, highlighting the collective construction of knowledge and the social engagement with educational processes.

Among the highlighted experiences is the analysis of teaching practices in the Master’s Program in Community Psychology, grounded in strategies such as Problem-Based Learning (PBL), Scenario-Based Learning (SBL), systematization of experiences, internationalization, and academic colloquia as mechanisms for collaborative learning and critical reflection. These proposals emphasize the importance of understanding the university as a project of collective construction and social transformation, aligned with the UNAD Pedagogical Model and mediated by dynamics of virtual interaction and digital ethnography.

Likewise, educational innovation initiatives in Visual Arts are presented, centered on research-creation and the collaborative curation of artworks in public spaces in Colombia, promoting processes of documentation, interpretation, and heritage systematization through digital tools and collaborative work. These experiences strengthen the relationship between students, the local community, and cultural memory, integrating participatory methodologies and formative research exercises from the very first academic semesters.

Similarly, the presentations related to the Introduction to Animal Science course highlight strategies for personalized support, faculty networks, academic monitoring, and curricular flexibility to reduce student dropout rates and improve academic performance. The results show increases in pass rates, student satisfaction, and participation in virtual learning environments, highlighting the importance of academic support networks, early warnings, and ongoing communication between faculty and students.

Taken together, the compiled experiences reflect an institutional commitment to consolidating inclusive, critical learning communities mediated by digital technologies, where pedagogical innovation, applied research, and social interaction serve as fundamental pillars for educational transformation in open and distance education contexts.