Towards university permanence: alternative learning spaces in times of pandemic

Abstract

Transition from face-to-face to virtual mode caused by the COVID-19 pandemic, further evidenced the need to reflect on some factors associated with university dropouts and delays, such as the decrease in expectations on the part of students and the difficulty in peer integration. Another factor that the literature exhibits as an obstacle to permanence is the poor development of some transversal skills, necessary for a successful educational career and subsequent professional performance. Within the framework of a research project on articulation and permanence strategies at the National University of San Juan, Argentina, this article presents an intensive training experience in transversal competences for students of Bioengineering and Electronic Engineering careers, as a learning space collaborative, alternative to the traditional curriculum. The opinions of the 60 participants are described, analyzing successes and failures of the experience and a review of the literature on similar training practices is presented.  Conclusions reflect on the possible impact that alternative collaborative learning spaces may have on the development of transversal competences and permanence.