University teaching in virtual learning environments

Abstract

This article addresses the possibilities of using virtual learning environments implemented since the spread of Covid-19 in the university environment and its implications in the redefinition of teaching roles and methodological procedures. The interest of this research arises 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. Within this framework, the objective of the research is to show the importance of the effective integration of virtual learning environments for the development of significant learning and to determine the possibilities offered by the didactic application of this teaching modality to improve and expand the knowledge construction process. Through a qualitative approach, the research is based on a documentary review of the literature that highlights the usefulness of valuing virtual environments as a powerful didactic tool for the construction of teaching scenarios based on the virtual modality. Likewise, the new teaching roles that university teaching implies in this educational model are exposed. It is concluded that the use of Virtual Learning Environments demands new teaching roles (accompanist, tutor, designer of educational scenarios and learning motivator) and enables constructivist learning from different types of interactivity (individual, instrumental and social).