Abstracto
- The pandemic forced the Specialized University of the Americas (UDELAS) of the Republic of Panama, to transform an almost 100% face-to-face university to 100% virtual environment in approximately three weeks, since many teachers and students had no prior knowledge or experiences in internet education. The challenge arose to achieve this transformation with non-existent resources and technologies to meet the change in an extremely short period of time. The hypothesis at that time was to bet on the implementation of different technological options instead of one, because in the absence of one, the others would serve as an alternative. Three technological options were chosen: Moodle, Classroom and the so-called Combined (Google G Suite For Education applications without using Classroom or Moodle) for implementation purpose. Methodologicaly,through an analysis of the databases used at the end of the first semester, as main results it was found that 36.78% of teachers kept online teaching activity througout e-classrooms implemented in Moodle, 19.96% in Classroom, 20.14% in both, 23.11. % in none of either both and finaly up to 85.25% used Meet for videoconference teaching . As an operational conclusion, all UDELAS courses were completed, it confirms the hypothesis that allowing different technological alternatives under a strict regulatory framework, in a situation of great uncertainty and few institutional resources, helped teachers and students adapt to the new and required circumstances.