Teaching models on good teaching practices in virtual classrooms

Apertura Pub Date : 2021-03-26 DOI:10.32870/AP.V13N1.1987

Miriam Iliana Véliz Salazar, Victoria Eugenia Gutiérrez Marfileño

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引用次数: 2

Abstract

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.

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虚拟课堂良好教学实践的教学模式

对虚拟教室中良好教育实践的研究重点是了解成功实现学习的教学经验的特征。然而，在迄今为止发表的研究中，没有发现一种将区分良好实践的特征与评估虚拟课堂教学干预相关的特征相结合的方法。面对这一现状，本文对虚拟教育中良好教育实践的教学模式进行了比较分析，以找出有效实践的特点。综合了11项建议和25个评价特征的文献综述;研究发现，持续反馈、互动性、了解学生需求、多感官教材和促进主动学习是一些最成功的实践。基于这些结果，我们得出结论，虚拟课堂中良好教育实践的特征更侧重于教学策略，而不是虚拟教育的技术支持，因此，教师在实践中被认为有效的兴趣倾向于他们的教学和学术专业化。

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