出版社：Academia Europea de Dirección y Economía de la Empresa
摘要：The Virtual Classroom is the main tool for blended learning, since it allows the breaking of time and space barriers between the teacher and the student. In order to develop and put into practice a higher studies course through this tool, teachers need to have a series of skills related to the command of digital technologies and an understanding of students’ affective and behavioral states: and to then apply appropriate communication strategies to deliver course content and prepare students for this innovative learning approach. This study reviews educational research literature on virtual classrooms, teacher behavior and student engagement to establish a theoretical model that explains the type of abilities that teachers must develop to achieve student engagement in academic activities. These abilities are classified in three categories: technical, affective and communicative. Furthermore, several learning theories (objectivism, constructivism and connectivism) are reviewed to conduct an appropriate Virtual Classroom design and implementation that can adapt to each student’s specific learning needs. Future study lines, as well as empirical proposals to go deeper into these theoretical propositions, are presented.
其他摘要：The Virtual Classroom is the main tool for blended learning, since it allows the
breaking of time and space barriers between the teacher and the student. In order
to develop and put into practice a higher studies course through this tool, teachers
need to have a series of skills related to the command of digital technologies and
an understanding of students’ affective and behavioral states: and to then apply
appropriate communication strategies to deliver course content and prepare
students for this innovative learning approach. This study reviews educational
research literature on virtual classrooms, teacher behavior and student
engagement to establish a theoretical model that explains the type of abilities that
teachers must develop to achieve student engagement in academic activities.
These abilities are classified in three categories: technical, affective and
communicative. Furthermore, several learning theories (objectivism,
constructivism and connectivism) are reviewed to conduct an appropriate Virtual
Classroom design and implementation that can adapt to each student’s specific
learning needs. Future study lines, as well as empirical proposals to go deeper
into these theoretical propositions, are presented.
关键词：aula virtual; entornos de aprendizaje virtual; engagement del estudiante; comportamiento del docente; relación profesor-estudiante
