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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Autor principal: Porro, Juana
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2023
Materias:
Virtual classrooms
Medio
Multimodality
Learning Objects
University
Aulas virtuales
Multimodalidad
Objetos de aprendizaje
Universidad
Acceso en línea:https://revele.uncoma.edu.ar/index.php/psico/article/view/4526
Aporte de:
Repositorio de Revistas Electrónicas REVELE (UNComahue) de Universidad Nacional del Comahue
id I22-R128-article-4526
record_format ojs
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-128
container_title_str Repositorio de Revistas Electrónicas REVELE (UNComahue)
language Español
format Artículo revista
topic Virtual classrooms
Medio
Multimodality
Learning Objects
University
Aulas virtuales
Medio
Multimodalidad
Objetos de aprendizaje
Universidad
spellingShingle Virtual classrooms
Medio
Multimodality
Learning Objects
University
Aulas virtuales
Medio
Multimodalidad
Objetos de aprendizaje
Universidad
Porro, Juana
Analysis of virtual classrooms based on the 'medium' as a semiotic-pedagogical factor
topic_facet Virtual classrooms
Medio
Multimodality
Learning Objects
University
Aulas virtuales
Medio
Multimodalidad
Objetos de aprendizaje
Universidad
author Porro, Juana
author_facet Porro, Juana
author_sort Porro, Juana
title Analysis of virtual classrooms based on the 'medium' as a semiotic-pedagogical factor
title_short Analysis of virtual classrooms based on the 'medium' as a semiotic-pedagogical factor
title_full Analysis of virtual classrooms based on the 'medium' as a semiotic-pedagogical factor
title_fullStr Analysis of virtual classrooms based on the 'medium' as a semiotic-pedagogical factor
title_full_unstemmed Analysis of virtual classrooms based on the 'medium' as a semiotic-pedagogical factor
title_sort analysis of virtual classrooms based on the 'medium' as a semiotic-pedagogical factor
description 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.
publisher Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
publishDate 2023
url https://revele.uncoma.edu.ar/index.php/psico/article/view/4526
work_keys_str_mv AT porrojuana analysisofvirtualclassroomsbasedonthemediumasasemioticpedagogicalfactor
AT porrojuana analisisdeaulasvirtualesapartirdelmediocomofactorsemioticopedagogico
first_indexed 2023-01-04T21:54:11Z
last_indexed 2024-08-12T23:06:44Z
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spelling I22-R128-article-45262023-06-23T19:56:25Z Analysis of virtual classrooms based on the 'medium' as a semiotic-pedagogical factor Análisis de aulas virtuales a partir del ‘medio’ como factor semiótico-pedagógico Porro, Juana Virtual classrooms Medio Multimodality Learning Objects University Aulas virtuales Medio Multimodalidad Objetos de aprendizaje Universidad 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. Este trabajo se realizó en el contexto de las etapas pre y postpandemia provocada por el covid-19 en el campo educativo. Las instituciones del nivel superior debieron sortear múltiples retos para abocarse a la tarea de enseñar en un nuevo contexto. No obstante, este trabajo da cuenta de algo de lo acontecido antes y después en una unidad académica. En este marco, analizamos comparativamente una muestra de 12 (doce) aulas virtuales del año 2018 y 12 (doce) del 2021 desde el tratamiento del medio como factor semiótico pedagógico a partir de los siguientes interrogantes: ¿cómo se define la estructura de cada objeto de aprendizaje en las aulas universitarias de nuestra unidad académica?, ¿a qué tipo de formato y de recursos responde?, ¿qué cambios se implementaron en el medio de estas aulas a partir de la no presencialidad y se evidencian en las aulas de 2021 con respecto a las de 2018? El análisis se realizó desde la perspectiva semiótica multimodal que estudia los procesos de producción de sentido que realizan los usuarios de una lengua. Como conclusión se desprende la necesidad de pensar nuevas formas de construir las aulas virtuales donde lo virtual y lo presencial coexistan. Sin dudas, a los saberes acerca de la disciplina y los saberes pedagógicos sobre la disciplina, se suma hoy la necesidad del saber tecnológico que permita ubicar la disciplina en el espacio virtual. Por último, cabe señalar que no existen en la institución líneas de acción estratégicas que orienten a los docentes en el uso, diseño y composición del medio en las aulas virtuales. Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2023-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revele.uncoma.edu.ar/index.php/psico/article/view/4526 Pilquen Magazine. Psychopedagogy Section; Vol. 19 No. 2 (2022): Revista Pilquen. Sección Psicopedagogía; 1-20 Revista Pilquen. Sección Psicopedagogía; Vol. 19 Núm. 2 (2022): Revista Pilquen. Sección Psicopedagogía; 1-20 1851-3115 1669-3914 spa https://revele.uncoma.edu.ar/index.php/psico/article/view/4526/61526 Derechos de autor 2004 Revista Pilquen https://creativecommons.org/licenses/by-nc-nd/4.0/

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