CYBER-COEXISTENCE AND PEDAGOGICAL MANAGEMENT IN UNIVERSITY EDUCATION

Abstract

This study analyzes the relationship between cyber-coexistence and the pedagogical management of the students of the Peruvian University Los Andes. It was approached from an explanatory sequential research design, executed in three phases: first quantitative phase, where a questionnaire with a Likert-type scale was applied to 124 students, the results were submitted to expert discussion in a second phase, carrying out a structural analysis , which allowed creating critical dimensions for the formulation of guiding categories in the third phase, where through hermeneutics-interpretative emerging categories were generated that delve into the quantitative silver analysis. The results begin with accepting the alternative hypothesis in recognition of the existence of a relationship with the study variables, then the key variables that affect the study system are considered and allow the categorical emergence that emphasizes the teaching accompaniment, interactivity in social networks, meaningful learning from collaboration, digital content, spaces and learning environments that promote harmony among students, innovative pedagogical strategies such as those that promote healthy cyber-coexistence.