development and explanation. The objective of this article

is to propose a virtual teaching strategy for the

strengthening of online learning of the subject

Entrepreneurship and Management in the baccalaureate.

The research conducted is hermeneutic in approach and

descriptive-explanatory in scope. The sample selected was

58 students of the third year of high school of the Unidad

Educativa Fiscal Durán, a probabilistic intentional sampling

by quotas was applied, which facilitated the interpretation

of results on the lack of use of virtual learning

phases: virtual teaching-learning planning, virtual teaching-

learning communication and activity, and online evaluation

of assimilated learning.

La pandemia de la COVID-19 ha provocado un cambio en el ámbito educativo, pasó de

ser presencial a virtual, es necesario pensar en estrategias didácticas para las asignaturas

que necesitan un tratamiento diferente en su desarrollo y explicación. El objetivo del

aprendizaje y herramientas tecnológicas por parte de estudiantes y docentes. Además,

los educadores presentaron dificultades en la planificación, desarrollo y evaluación para

las clases en línea. Se diseñó una estrategia de enseñanza virtual que genera interacción

y reflexión en el proceso de enseñanza-aprendizaje desde el ámbito virtual, que tiene las

siguientes fases: planificación virtual de enseñanza-aprendizaje, comunicación y actividad

virtual de enseñanza-aprendizaje, y evaluación online de los aprendizajes asimilados.

Palabras clave: Virtual Teaching Strategy, Computer-assisted instruction, Online

learning, Correspondence teaching, Baccalaureate.

complicates the current pedagogical process, to the extent that teachers, students and

even families were not prepared for an abrupt change in the way of teaching and learning.

In this sense, the educational community has generated new environments or spaces for

pedagogical interaction between people, teachers have assumed the role of online

education, in short lapses have changed the teaching-learning systems and how they are

executed, which is positive for development, the use of digital tools can strengthen the

skills and abilities of learners, the diversity of online resources allows the exchange of

experiences with digital skills achieved.

In the particular case of teaching performance, the authors highlight the subject of

Entrepreneurship and Management, which has its own characteristics in its development

process with contents on the social economic system that guarantees production and

article: How to develop virtual teaching and online learning of the subject of

Entrepreneurship and Management in the baccalaureate?

The use of virtual teaching strategies has a positive impact on the performance of

students, by promoting a participatory climate in classes, a better involvement with the

activities to be performed that generates greater motivation; therefore, a virtual teaching

strategy is proposed to strengthen online learning of the subject Entrepreneurship and

Management in the baccalaureate.

An exploration of theoretical sources, which have studied the research variables in the

them have a direct relationship with two descriptors and scope: (Vega and Balladares

2021; Yánez, 2020; Banda, 2020; Orrala, 2020; Lope et al., 2018, Sutadji et al., 2021).

After each of the studies on e-learning strategy in learning, the following topics can be

identified as studied:

entrepreneurship and management.

and Management.

in the classroom, since this has not been conceived for virtual teaching, since it is of

great interest for the Pedagogical Sciences to look at it from the virtual environment.

Meanwhile, Fernandez and Arteaga (2020), define as a set of actions and operations that

allow to achieve the objective of the class; through resources, techniques, tasks and all

those procedures used by the teacher to create learning environments that facilitate the

interaction of resources and the learner, in order to achieve the assimilation of

information and the intention to acquire new knowledge in a meaningful way,

strengthening collaborative and reflective learning. (p. 94).

According to Alvarez et al. (2005), online learning is one of the new conceptions of

education that refers to the development of teaching-learning dynamics through

of the subject, with critical analysis of the results addressed, achieving a structural and

radical change in the formative dynamics of learning. (p. 19).

The strategy is the set of processes and methods that make it possible to achieve a

particular objective, which implies, sequentially, its fulfillment towards obtaining the

desired results. Each method compiles and strengthens the expected final product, thus,

in order to obtain concrete and desirable results, it is necessary to plan the pertinent

strategies that adjust to the context of the outlined objective. The teacher strategically

plans the resources and activities as an appropriate strategy to achieve meaningful

learning in students (Camarena 2017, p. 20).

For the methodological procedure, the application of descriptive-explanatory research

was considered, with a purely hermeneutic cut, based on the epistemic needs of the

subject Entrepreneurship and Management (explanation). It is the dialectic unity of these

two research modalities that will make it possible to achieve the proposed objectives.

The study population considered for the present research is made up of 340 students

corresponding to the 10 parallel students of the third year of High School, in the

Specialty of Science and Technician and 3 teachers of the subject of Entrepreneurship

and Management of the Unidad Educativa Fiscal Durán.

The sample selection for the research is intentional non-probabilistic by quotas, based

on the following elements: The main researcher and teacher of the subject works with

To comply with the criterion of intentional selection, quotas were assumed for each

parallel, based on selecting students proportionally according to their academic

achievement, demonstrated in the exams of the subject Entrepreneurship and

Management according to the following criteria:

constitution.

Taking into account the type of research assumed, the methods to be followed were

considered, from the full interaction of quantitative and qualitative. For the data

collection methods, the techniques of observation, interview and survey were used.

applied in order to gather information on strategies for the development of virtual

classes in the learning of students. Likewise, the questionnaire to students provided

information about their perception of a teaching strategy model applied in virtual classes.

specifically in the subject of Entrepreneurship and Management.

The data obtained in the questionnaire items are assumed as a logical presentation of

the research results, which are contrasted with the observation and interview data to

perform a triangulation of the information obtained in the three instruments applied.

Over 67.25 percent of the students recognize virtual learning environments, with 32.76

percent expressing no knowledge in this regard. In the observation, the teacher uses