El aprendizaje basado en retos (ABR) es una metodología activa e innovadora, el cual aplicado en la educación superior buscaría articular el sector formativo con el productivo. Por lo que es necesario promover su empleo y difusión, El objetivo del estudio fue identificar los elementos innovadores de la metodología del ABR y que competencias formativas y de empleabilidad desarrollan. La metodología empleada es de revisión bibliográfica, la búsqueda se realizó en las bases de datos como: Scopus, Scielo, Redalyc, Ebsco, Dialnet y Google Académico. Los resultados se basaron en estudios con 5 años de antigüedad realizados en universidades e institutos de educación superior, encontrándose 27 artículos y un libro identificados con la temática en estudio, donde sostienen que el ABR es una metodología para desarrollar la creatividad, el pensamiento crítico el aprendizaje colaborativo y la motivación, se concluyó que el ABR es una metodología para que el estudiante experimente situaciones problemáticas reales frente a las cuales debe presentar soluciones innovadoras, creativas y sostenibles en el tiempo.

Background: Oral expression as a linguistic skill is part of the communicative approach, being necessary the implementation of communicative activities. In terms of its linguistic manifestation, the nature of oral expression has three components: phonological, lexical and morphosyntactic. Objective: To know the levels of communicative competence in English oral production in university students in times of pandemic using E-lerning. Methodology: The study was conducted under the quantitative approach, positivist paradigm, non-experimental cross-sectional design, descriptive method; the sample consisted of 155 students of a private university of intermediate level of English language. Results: In the levels of communicative competence in oral production of English, 74.2% of the 155 respondents were found at the low level; 25.2% presented an average level and 0.5%, an excellent level; in each of the dimensions, the low level was the predominant one. This research provides useful and timely information about the design and inclusion of a proposal of communicative strategies -as a methodological resource- to facilitate the learning of English as a second language in students.

The research is a bibliographic review on e-learning at the higher level in times of pandemic, e-learning.  Databases were reviewed Eric, Scopus, Web of science, Dialnet, Scielo, Google scholar, digital books Likewise, the article aims to explain higher education and the pandemic, the conceptualization of e-learnig, b-learnig, connectivism theory, pedagogical dimensions of the E -Learnig, online activities, and the educational inequalities in times of pandemic. The review of this literature allowed us to reach the following conclusions: e-learning are applications and tools that rely on ICT to facilitate learning, from a pedagogical approach through e-learning, students learn autonomously and independently. The impact on higher education has been dramatic and transformative, and a common trend in education systems around the world has been to respond to the pandemic with “emergency e-learning” protocols, marking a rapid transition from face-to-face classes to learning systems online.