Ambientes virtuales de aprendizaje para la mediación e interacción pedagógica en tiempos de la pandemia de COVID-19, revisión de alcance
DOI:
https://doi.org/10.22529/dp.2025.23(45)09Palabras clave:
aprendizaje en línea, proceso de interacción educativa, práctica pedagógica, aprendizaje virtual, pandemiaResumen
Esta investigación analiza las limitaciones y oportunidades de los ambientes virtuales de aprendizaje en relación con la mediación y la interacción pedagógica durante la pandemia de COVID-19, mediante una revisión sistemática con la metodología PRISMA. Se analizaron 52 artículos publicados entre 2020 y 2021 en cinco bases de datos (ProQuest, Redalyc, Scielo, Scopus y Web of Science). Según los hallazgos, se presentaron limitaciones en: 1) la efectividad del ambiente virtual de aprendizaje para desarrollar habilidades específicas; 2) los procesos de autorregulación del aprendizaje; 3) las restricciones en la comunicación emocional y corporal; 4) la menor investigación en los primeros niveles educativos en comparación con la Educación Superior y 5) obstáculos en la competencia y el acceso digital de profesores y estudiantes. Entre las oportunidades, destacan: 1) ampliación de las formas de interacción; 2) flexibilidad en el manejo del tiempo y el espacio y 3) reflexión sobre los modelos híbridos de aprendizaje.Descargas
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Derechos de autor 2025 Lilián Parada Alfonso, José María Padilla González, Jaime Hernando Sarmiento Lozano
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
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