Analysis of virtual classrooms based on the 'medium' as a semiotic-pedagogical factor
This work was carried out in the context of the pre- and post-pandemic stages provoked by covid-19 in the field of education. Higher education institutions had to face multiple challenges in order to address the task of teaching in a new context. Nevertheless, this paper gives an account of what hap...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
2023
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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/psico/article/view/4526 |
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| Sumario: | This work was carried out in the context of the pre- and post-pandemic stages provoked by covid-19 in the field of education. Higher education institutions had to face multiple challenges in order to address the task of teaching in a new context. Nevertheless, this paper gives an account of what happened before and after in one academic unit. Within this framework, we comparatively analyse a sample of 12 (twelve) virtual classrooms from 2018 and 12 (twelve) from 2021 from the treatment of the medium as a pedagogical semiotic factor based on the following questions: how is the structure of each learning object defined in the university classrooms of our academic unit, what type of format and resources does it respond to, what changes were implemented in the medium of these classrooms from the non-presential nature and are they evident in the classrooms of 2021 with respect to those of 2018? The analysis was carried out from the multimodal semiotic perspective, which studies the processes of meaning production carried out by the users of a language. The conclusion is that there is a need to think of new ways of constructing virtual classrooms where the virtual and the face-to-face coexist. Undoubtedly, in addition to knowledge about the discipline and pedagogical knowledge about the discipline, there is now a need for technological knowledge that allows the discipline to be located in the virtual space. Finally, it should be pointed out that there are no strategic lines of action in the institution to guide teachers in the use, design and composition of the medium in virtual classrooms. |
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