摘要：Planetarily, the consequences of the pandemic have been catastrophic, shaking the systems of nations (economic, health, social, productive, labor, educational, etc.); At the Ecuador level, higher education has had to walk towards an improvised conversion from the face-to-face to the virtual, revealing strong weaknesses in public universities, typical of the rush and inaction on the part of their managers, where the state has its co-responsibility. Although many were already moving towards a digital education model (especially private ones), in the state ones the process has been very slow, so teachers and students are unable to adapt to this new scheme, with notorious deficiencies in “immersion synchronous ”. However, it is also a stage of opportunities to stimulate teaching-learning models, with pedagogies different from the traditional scheme, in a practice that warns of the need to invest in online training or tele-education. The research focuses on the public HEIs of Manabí, knowing from the actors themselves the positive and negative implications of these emerging changes, as part of the findings. The objective of the study was "to establish to what extent technology impacts the synchronous and asynchronous teaching-learning process of the public universities of Manabí". The "indirect deductive method" was applied, with support in various research typologies, as well as a Likert scale survey, the results of which were processed in the SPSS Statistics 25 program, to carry out hypothesis tests, through the correlation coefficient p (Rho) from Spearman.
