Teaching models on good teaching practices in virtual classrooms
The study of good educational practices in virtual classrooms is focused on knowing the characteristics of pedagogical experiences that have been successful for the achievement of learning. However, in the studies published to date, a coincident approach that integrates the characteristics that dist...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | México |
| Institución: | UNIVERSIDAD DE GUADALAJARA |
| Repositorio: | Apertura. Revista de Innovación Educativa |
| Idioma: | español inglés |
| OAI Identifier: | oai:udgvirtual.udg.mx:article/1987 |
| Acceso en línea: | http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/1987 |
| Access Level: | acceso abierto |
| Palabra clave: | Virtual classrooms; good teaching practices; virtual education; online teaching educación; ciencias sociales; pedagogía en educación virtual Aulas virtuales; buenas prácticas docentes; educación virtual; enseñanza en línea |
| Sumario: | The study of good educational practices in virtual classrooms is focused on knowing the characteristics of pedagogical experiences that have been successful for the achievement of learning. However, in the studies published to date, a coincident approach that integrates the characteristics that distinguish good practices and the traits that are relevant to assess pedagogical interventions in virtual classrooms is not identified. Faced with this situation, this paper presents a comparative analysis of teaching models on good educational practices in virtual education, to identify the characteristics of effective practice. A bibliographic review consisting of 11 proposals and 25 evaluation features is synthesized; in which it was found that continuous feedback, interactivity, knowing the student’s needs, multisensory teaching materials and promoting active learning are some of the most successful practices. Based on these results, it is concluded that the characterization of good educational practices in virtual classrooms is more focused on pedagogical strategies than on the technological supports of virtual education, therefore, the interest of teachers considered effective in their practice, is inclined towards their didactic and academic specialization. |
|---|