Virtual classrooms in face-to-face tertiary education: the student perspective

Virtual classrooms in face-to-face tertiary education: the student perspective

Blog Article

This article presents the pedagogical analysis of environments, spaces or virtual classrooms.It is a continuation of other previous works by the authors who, for almost a decade, have been checking the process of integration and generalization of the virtual classrooms by the entire faculty of a university offering all of their Deep Fryer Oil Filtration Machines degrees in face-to-face teaching.In this study, 12 cases of virtual classrooms from different fields or branches of knowledge that were analyzed with a specific observation instrument were selected and twelve group interviews were conducted with the students enrolled in them.It has been found that these environments or virtual classrooms respond to a pedagogical model of expository teaching characterized by being a repository of digital objects that pack knowledge, as it is the resource through which students deliver the tasks or jobs that they demand, and with a low level of social interaction between teachers and students.

It concludes with recommendations for the development of institutional policies that stimulate the development of innovative pedagogical ARTHRI-PLUS CREME models of teaching through technologies.