Online interaction as a collaborative methodological strategy for online learning

Abstract

The students enrolled in the Master´s in Education program used in this study had already experienced online interaction prior to the SARS-CoV-2 pandemic, and because of this pandemic, their online work increased. They studied their module in Curriculum Design via online classes, under the basics of online interaction as a collaborative methodological strategy for online learning. This study was conducted via a bibliographic review and a documentary analysis. It is both quantitative and qualitative; the test-retest was applied, thus verifying the hypothesis in this research. Said hypothesis states that there is a significant difference between the test and the re-test in regards to online interaction as a collaborative methodological strategy for online learning. Then, online learning was redefined through the proposal of a structure based on technology and web resources over which the online teaching-learning process is developed; this caused data and information to be exchanged between the students and their professors in order to generate the construction of knowledge in a participative and collaborative manner. The online interactivity was redefined as a methodological strategy in response to team and collaborative work, the construction of knowledge, technology and online resources, all of which are the basis of the teaching-learning process.

Keywords: Educational technology – Methodology, Information technology – Methodology, Educational innovation – Methodology, Online education – Methodology, Distance education, Teamwork (education), Teaching methods.

DOI: https://doi.org/10.5377/entorno.v1i72.13236

URI: http://hdl.handle.net/11298/1236