On-site and Online Academic Performance During the Pandemic

This article analyzes the on-site and online academic performance obtained in a written communication course at a Peruvian university in the context of the COVID-19 pandemic. The methodology applied corresponds to Grounded Theory in data collected and codified through two procedures: the reconstruction of pedagogical strategies and the interpretation of quantitative data corresponding to learning outcomes. Despite the adverse context, it is concluded that the effective use of pedagogical approaches overcomes situational constraints. Moreover, it achieves similar learning outcomes in both face-to-face and online modalities.