Noting that the “transfer” was not a copy-paste helps to interpret the data more clearly: students perceived a genuine methodological shift (lectures gave way to task-based and collaborative work) accompanied by heavier workloads, predominantly textual resources, and reconfigured assessments with limited satisfaction.
Teachers’ digital competence emerges as an organizational bottleneck rather than merely an individual shortfall, while institutional communication channels proved no more effective than the informal peer networks students relied on. The decline in emotional well-being, even when not directly linked to demotivation, shaped the learning experience and suggests that socio-emotional support should be seen as part of the pedagogical design, not an optional add-on.
Rather than celebrating resilience, it is worth examining the quality of the adjustment: replacing presence with videoconferences and PDFs reveals an instrumental convergence that falls short of a true online learning ecology, one grounded in interaction, scaffolding, and continuous formative assessment.
Evidence indicates that the methodological change was reactive and uneven; hence, the study’s central conclusion is not technological but pedagogical: what mattered most was task design and interaction management, domains in which teacher preparation and institutional infrastructure, especially for communication and feedback, proved decisive.
Research avenues worth pursuing:
- Longitudinal studies linking these perceptions to achievement, retention, and self-regulation, disaggregated by discipline and cohort (the sample was 89.4% female).
- Quasi-experimental designs comparing online assessment models (analytic rubrics, multimodal feedback, open tests vs. project-based evaluation) and their impact on learning and equity.
- Learning analytics and platform-trace analyses triangulated with qualitative methods to explain how interaction circulates when extra-institutional channels are prioritized.
- Design-based research on the creation of multimedia resources and synchronous/asynchronous debate, measuring effects on cognitive load and well-being.
- Professional development interventions focused on pedagogical-digital competences (beyond mere tool use) and their transfer to teaching practice.
- Examination of socio-emotional support as a mediating variable in contexts of sustained disruption.
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How to Cite: Nova Nova, C. A., Tenorio Sepúlveda, G. C. ., & Muñoz Ortiz, K. del P. . (2022). Impact, Difficulties and Achievements of the Production of Open Educational Resources in a Binational Course. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), 97–111. https://doi.org/10.5944/ried.25.2.32350
