Abstract

Globalization and the educational challenges posed by the Pandemic are an opportunity to innovate in the educational field, especially to generate spaces that foster the exchange of knowledge and collaboration in the teaching-learning process, which can be complemented with actors present in other academic, geographical and cultural settings.This report presents the experience of incorporating the mirror class as a strategy that supports and validates content delivery, using the facilities provided by a shared communication technology plat-form. This strategy implies that two or more professors who lead equivalent courses in different national or foreign universities get in touch to share their subject programs, activities, resources, and their knowledge, defining some common contents that can be worked on collaboratively. This stra-tegy can incorporate practical activities managed remotely and coordinated by teachers, even com-bining students from the different universities involved in the same work team. This contributes to active, student-centered learning and the implementation of new ways of teaching and learning, promoting the internationalization of teaching and the globalization of learning.In this context, this report describes the implementation of a mirror class strategy in two specialty courses in Engineering, taught to students in their final years of Industrial Engineering, from the University of La Frontera (Chile), and Business and Business Administration from the University of Rosario (Colombia). For this, the learning units, the temporality and chronography, the use of com-plementary material and teaching-learning resources were planned and selected. This made it pos-sible to generate collaboration networks with academic communities to identify partners and parti-cularly the articulation with a counterpart at the international level. A perception survey applied to the students who participated in this experience, reports among its results the high motivation of the student body to experience an international experience that breaks the frontiers of knowledge, enabling the integration of multiculturalism and multidisciplinarity in the remote classroom context.From the teachers' point of view, the experience made it possible to create spaces for academic interaction, share knowledge, and thus contribute to the training of professionals for a globalized world, taking advantage of communication through real-time technologies.For this year, the already validated interaction model is being implemented in a subject belonging to another area of engineering with the collaboration of the University of Salamanca