Knowledge Construction in Virtual Education : New Roles, New Approaches

Abstract

This paper presents the results of a study that analyzes the perceptions of teachers facing their role in digital teaching and learning environments in Colombia, South America. The study was carried out in two Higher Education institutions that offer undergraduate programs in virtual mode. The research used qualitative and quantitative techniques by conducting focus groups and observation of virtual classrooms. A survey was also conducted among teachers with more than six-month experience in the modality. The results suggest that the teacher role by the student and the communication between students are scarce, and that difficulties in the interaction do not allow a true collaborative focused on the construction of knowledge.

El presente art�culo expone los resultados de un estudio que tuvo como prop�sito analizar las percepciones de los profesores frente a su rol en entornos digitales de ense�anza y aprendizaje en Colombia, Suram�rica, realizado en dos instituciones de educaci�n superior que ofrecen programas de pregrado en modalidad virtual. La investigaci�n emple� t�cnicas cualitativas y cuantitativas mediante la realizaci�n de grupos focales y observaci�n de aulas virtuales, tambi�n se realiz� una encuesta a docentes con experiencia en la modalidad de m�s de seis meses. Los resultados sugieren que el acompa�amiento del profesor y la comunicaci�n entre estudiantes son escasos, as� como dificultades en la interacci�n que no permiten un verdadero trabajo colaborativo que est� enfocado a la construcci�n de conocimiento.