Webpractice: a didactic strategy for online synchronous classes

Abstract

This article presents the phases for creating and conducting online classes using a didactic strategy called Webpractice, that promotes student protagonism and helps teachers on creating classes through active learning methodologies. Since 2018, when the first Webpractices were carried out, more than eight thousand participations have taken place in Webpractices, in higher-level courses, initial and continuing education and in-company training, both as a distance manner as well as a support for face-to-face teaching. The Webpractices have been evaluated by the participants through an online form of anonymous responses and the results show their acceptance with satisfaction rates above 90%. We concluded that this is an effective didactic strategy for practical classes in distance learning or in hybrid environments, which combines active methodologies with online teaching and can be adopted by teachers from different areas who are seeking to innovate in their classes.