Abstract
The current pandemic forced higher education institutions to adapt to an emergency remote teaching mode, moving classrooms to virtuality, and expanding the horizon to new programs. This situation also aroused interest in analyzing current plans, especially in the communicational and relational factor, which is developed in face-to- face and virtual classrooms. In this sense, it is necessary to recognize and describe the flows and interactions that are generated between students and teachers, in the first stage through focus groups in the Public Relations career of the School of Communications of the Viña del Mar University (UVM), to later extend the research to the rest of the blended and online careers of the University. The main findings of the qualitative phase indicate that students need complementary communication channels, perceiving external and informal media as more efficient, and qualifying the interaction through the virtual classroom as partial or incomplete. Despite this, they value interactivity, clarity, pedagogical resources, teacher-classroom coherence, and teaching style, emphasizing its characteristics and its relationship with the learning obtained. Teachers consider that flipped classroom methodologies encourage communication and student participation, being more appropriate for the achievement of significant learning, as well as prioritizing quality over the number of evaluations. Given these findings, the analysis of the relational dynamics in this type of teaching seeks to contribute to the correct development of the teaching-learning process and the experience of teachers and students.