Activities, resources, and interactions: perceptions of teachers and students for improving virtual environments

Abstract

From a theoretical perspective, virtual spaces significantly contribute to education. Therefore, the pedagogical practices of educational actors must be constantly updated and reconfigured. The objective of the research was to analyze the activities, resources, and interactions in virtual learning environments, to identify improvements that optimize learning effectiveness, academic performance, and the online educational experience, according to the perceptions of the students and faculty of the Pedagogy program at the National Autonomous University of Honduras, during the third academic period of 2023. The research was conducted using a mixed approach, with a non-experimental and descriptive design, applying a quantitative instrument (Likert scale questionnaire) and a qualitative technique (focus group scripts) to 37 teachers and 273 students. The results highlight the need to improve interaction in the virtual classroom, redesign subjects in a friendly and collaborative manner, constantly update didactic resources, integrate theoretical-practical learning activities, and provide timely support from the teaching staff to maintain the relevance and effectiveness of online learning. It is concluded that to improve academic performance in online learning, educational institutions need to develop didactic and pedagogical strategies adapted to this modality. Additionally, the importance of continuous teacher training in using ICT is emphasized to ensure that virtual environments are used effectively and promote the development of meaningful competencies in students.