**7. Teachers**

Virtual tutors and online course designers should be aware that the activities to be designed and developed are totally different from those of face-to-face or traditional distance education, or the "tele classes" practiced during the pandemic. Online education processes are distance learning, but they should not be isolated. The virtual classroom should become an internal network of collaborative learning using the infinite resources available on our educational platform. It is necessary to use an adequate methodology that encourages the development of logical thinking, contextualized socio-critical activities, the use of "high performance" technologies toward the "ubiquity" of knowledge, with emphasis on reading and writing, that develops a true "self-discipline" for life, that increases self-esteem and achievement in study and prepares for the education of the present and the future. It requires "personalized" teaching, materials with active "multimedia" content, quality content with immediate editing—emphasizing the "pedagogy of the question," learning based on problems and projects, the selection of teachers prepared for this modality, the use of a constructivist and connectivism methodology, a model to discover instead of covering material, resources that use "multiple intelligences"—by Howard Gardner-, "wikis," simulations, participatory and collaborative forums, summative evaluations, co-evaluations, and continuous self-evaluations.

The following advantages will be reported: lower cost than face-to-face one (in the medium term), use of online materials, immediate measurable results, fully asynchronous, and highly interactive; it promotes active learning, storage of material that can be modified immediately, and personal and self-paced, among other advantages. The learning network is the teacher and the participants, a whole "team" generating knowledge (**Figure 1**). The only constant must be change; we must all be honest.

**Figure 1.** *Giancarlo De Agostini, Marco Yamba-Yugsi.*
