Pedagogical Mediation in Virtual Learning Environments: Guidelines for Continuous Improvement

Authors

  • Verónica Bonilla Villalobos Universidad Estatal a Distancia, Costa Rica. Escuela de Ciencias Exactas y Naturales. Tecnología Educativa. Educación con énfasis en Tecnología Instruccional de Nova Southeastern University.
  • Rosita Ulate Sánchez Educación con énfasis en Tecnología Instruccional de Nova Southeastern University

DOI:

https://doi.org/10.15443/codes2084

Keywords:

pedagogical innovation, educational development, didactics, quality of education

Abstract

The COVID-19 pandemic has accelerated the use of technology in teaching and learning processes, especially through virtual courses. Therefore, in response to this circumstance, an action-research was carried out on peda-
gogical mediation in virtual teaching and learning environments of the Natural Resources Management course at the Universidad Estatal a Distancia de Costa
Rica. As a result, guidelines were developed for teachers who design or manage learning environments for university subjects. These were organized into five categories: welcome, design, content, communication, and evaluation, and allow for the creation of dynamic, interactive and personalized environments for university students. By following these guidelines, teachers can improve the quality of online education in the current context. In addition, this study can be of great use to other university educators seeking to improve the quality of
online education and create more effective and satisfying learning environments for their students.

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Published

2023-11-08

How to Cite

Bonilla Villalobos, V. ., & Ulate Sánchez, R. . (2023). Pedagogical Mediation in Virtual Learning Environments: Guidelines for Continuous Improvement. Higher Education Teaching Congress CODES, 5. https://doi.org/10.15443/codes2084