Docencia universitaria en entornos virtuales de aprendizaje
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This paper addresses the possibilities of using the Virtual Learning Environments implemented since the spread of Covid-19 in the university sphere and its implications in the redefinition of roles of tea-chers and methodological procedures. The interest of this research stems from the need to incorporate technological solutions and take advantage of the potential of virtual teaching for the development of educational processes from a constructivist approach. In this framework, the objective of the research is to show the importance of the effec-tive integration of Virtual Learning Environments for the development of meaningful learning and to determine the possibilities offered by the didactic application of this teaching modality to improve and expand the knowledge construction process. Using a qualitative approach, the research is based on a review of the literature that sheds light on the usefulness of evaluating Virtual Learning Environ-ments as a powerful didactic tool for the construc-tion of teaching scenarios based on the virtual modality. Likewise, the new roles of teachers that university education implies in this educational model are exposed. It is concluded that the use of Vir-tual Learning Environments demands new teacher’s roles (counselor, designer of educational scenarios and learning motivator) and enables constructivist learning from different types of interactivity (indivi-dual, instrumental and social)