Strategies of teaching in the mediated environments: results of the experience of the virtual educational performance

Authors

  • Alejandro Ignacio Rodríguez Simon Universidad Nacional de Educación a Distancia (UNED)
  • Susana Regina López Universidad Nacional de Quilmes (UNQ)
Keywords: Virtual formative environments, teaching strategies, educational performance, educational innovation, mediated staging

Abstract

In this article, we present a teaching and learning experience that we call virtual performance based on the theatricalisation of educational roles developed through online synchronous meetings between students, moderated by the teaching team. The educational performances were related to content on teaching roles and stereotypes in education, where part of the programmatic content of the subjects served as a basis for the search for explanations associated with the technical development of the performances. The experience was developed in the Universidad Nacional de Educación a Distancia (UNED) and the Universidad Nacional de Quilmes (UNQ), in two postgraduate courses that are taught through virtual environments, and related to communication, to Education and to educational technology. This paper presents the results of the development of this virtual educational performance experience in both universities, from the analysis of data that was collected throughout the stages of its implementation, which allows to characterize it as an innovative synchronous experience in teaching in virtual environments.

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Published
21-12-2017
How to Cite
Rodríguez Simon, A. I., & Regina López, S. (2017). Strategies of teaching in the mediated environments: results of the experience of the virtual educational performance. Distance Education Journal, 17(55). Retrieved from https://revistas.um.es/red/article/view/315371
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Articles