Semipresenciality teaching, a provocation for the 21st century

This article presents a teaching experience. The aim is to show the contrast between a method within the university field and its social environment. A method that is intended to enhance knowledge through active observation, analysis, and decision-making with the aim of promoting student autonomy and personal reliability as the basis for their professional competence in a society that, from the plurality of ideas, beliefs, living experiences, leads to gregariousness without critical referents. The combination of online and class teaching develops a Bologna criteria-related intellectual framework where subjects are given a higher profile in their learning in an open virtual triangle space: student, content, and teachers, in direct relation to their particular professional field, society and environment. Online-class teaching keeps person-to-person direct contact, which guides, assesses, and transmits knowledge, experience, and values, so necessary for personal development and every citizen's contribution to social progress. Students live with the responsibility to manage their own training process together with the online-class community offered by the same subject matter, bearing in mind that the possibilities for net communication are huge. And they will also learn to discern what is "useful" in relation to subject content in the net. They will realize that things are often not as they seem. And still another step. It is the space-time for joint assessment-discussion of the academic outcome reached according to subject objectives, with the motivation implied by the method being significant.