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e-learning is the recommended formative modality for dealing with the the COVID-19 situation. The purpose of this article is to describe the prospects for online learning derived from the unab-uoc agreement and its effects on promoting teaching innovation mediated by digital technologies. The qualitative methodology of textual contrast text of 200 research papers enabled a descriptive study that identifies the causes of the institutionalization of e-learning in education, describes the theoretical constructs and typologies of connectivism, and analyzes teacher outcomes and experiences for online learning from inter-agency contexts. Finally, a discussion is offered on the importance and challenges of techno-educational innovation to support teaching. [ABSTRACT FROM AUTHOR]