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The present work entitled "Resilient virtual classroom in times of COVID-19" takes into consideration the resilience of virtual tutors and students within the virtual classroom ecosystem, the intelligences that characterize the behavior of the virtual tutor, the construction of knowledge and meaningful learning by students, the evaluation of learning and collaborative learning, the control and quality assurance in resilient environments of the virtual classroom. Finally, it deals with the issue of resilience to student desertion in the virtual classroom, analyzing the causes that weaken the dialogue and lead to desertion, as well as considering the guiding and support actions, of institutional and teaching character, that could promote quality pedagogical dialogues, with higher yields that bring as a consequence the university student retention in virtual environments.