Pedagogical foundations of virtual learning environments

Abstract

This research study shows the learners’ reflections about the experience in the master program in Technology Education, virtual mode. In this sense, it inquires into the way how virtual learning environments work in terms of coherence and convenience in characteristics for shaping the groups enrolled in this postgraduate program, and taking up the pedagogical elements on which it is based. For this purpose, it is necessary to use theoretical references about constructivist pedagogical elements, virtual learning methodology, and the design of virtual learning environments. In this context, the methodology integrates qualitative and quantitative data. Results provide relevant data about aspects such as content of information, virtual learning spaces, and virtual tutoring. Finally, evidence of coherence between contents and tutoring is found. This evidence reveals the need to consider technical and communicative elements in a virtual setting. The theoretical reflections and the work projections represent a contribution to the area of knowledge related to the techno-pedagogical design of virtual learning environments.