Virtual learning environments for pedagogical mediation and interaction in times of the COVID-19 pandemic, scoping review
This research analyses the limitations and opportunities of the virtual learning environments in relation to mediation and pedagogical interaction during the COVID-19 pandemic, through a systematic review using PRISMA methodology. Fifty-two articles published between 2020 and 2021 in five databases...
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| Formato: | Artículo revista |
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Universidad Católica de Córdoba. Facultad de Educación
2025
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| Acceso en línea: | https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5811 |
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I38-R392-article-58112025-08-04T21:47:20Z Virtual learning environments for pedagogical mediation and interaction in times of the COVID-19 pandemic, scoping review Ambientes virtuales de aprendizaje para la mediación e interacción pedagógica en tiempos de la pandemia de COVID-19, revisión de alcance Parada Alfonso, Lilián Padilla González, José María Sarmiento Lozano, Jaime Hernando online learning educational interaction process teaching practice virtual learning pandemic aprendizaje en línea proceso de interacción educativa práctica pedagógica aprendizaje virtual pandemia This research analyses the limitations and opportunities of the virtual learning environments in relation to mediation and pedagogical interaction during the COVID-19 pandemic, through a systematic review using PRISMA methodology. Fifty-two articles published between 2020 and 2021 in five databases (ProQuest, Redalyc, Scielo, Scopus, and Web of Science) were analyzed. The findings highlighted the following limitations: 1) the effectiveness of the virtual learning environment in developing specific skills; 2) the self-regulation processes of learning; 3) restrictions in emotional and bodily communication; 4) less research at the early levels of education compared to higher education; and 5) limitations in digital competence and access for teachers and students. Opportunities include: 1) broadening forms of interaction; 2) flexibility in the management of time and space; and 3) reflection on hybrid learning models. Esta investigación analiza las limitaciones y oportunidades de los ambientes virtuales de aprendizaje en relación con la mediación y la interacción pedagógica durante la pandemia de COVID-19, mediante una revisión sistemática con la metodología PRISMA. Se analizaron 52 artículos publicados entre 2020 y 2021 en cinco bases de datos (ProQuest, Redalyc, Scielo, Scopus y Web of Science). Según los hallazgos, se presentaron limitaciones en: 1) la efectividad del ambiente virtual de aprendizaje para desarrollar habilidades específicas; 2) los procesos de autorregulación del aprendizaje; 3) las restricciones en la comunicación emocional y corporal; 4) la menor investigación en los primeros niveles educativos en comparación con la Educación Superior y 5) obstáculos en la competencia y el acceso digital de profesores y estudiantes. Entre las oportunidades, destacan: 1) ampliación de las formas de interacción; 2) flexibilidad en el manejo del tiempo y el espacio y 3) reflexión sobre los modelos híbridos de aprendizaje. Universidad Católica de Córdoba. Facultad de Educación 2025-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/epub+zip https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5811 10.22529/dp.2025.23(45)09 Diálogos Pedagógicos; Vol. 23 Núm. 45 (2025): abril - septiembre 2025; 126-141 2524-9274 1667-2003 10.22529//dp.2025.23(45) spa https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5811/7913 https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5811/7914 Derechos de autor 2025 Lilián Parada Alfonso, José María Padilla González, Jaime Hernando Sarmiento Lozano https://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Católica de Córdoba |
| institution_str |
I-38 |
| repository_str |
R-392 |
| container_title_str |
Diálogos pedagógicos |
| language |
Español |
| format |
Artículo revista |
| topic |
online learning educational interaction process teaching practice virtual learning pandemic aprendizaje en línea proceso de interacción educativa práctica pedagógica aprendizaje virtual pandemia |
| spellingShingle |
online learning educational interaction process teaching practice virtual learning pandemic aprendizaje en línea proceso de interacción educativa práctica pedagógica aprendizaje virtual pandemia Parada Alfonso, Lilián Padilla González, José María Sarmiento Lozano, Jaime Hernando Virtual learning environments for pedagogical mediation and interaction in times of the COVID-19 pandemic, scoping review |
| topic_facet |
online learning educational interaction process teaching practice virtual learning pandemic aprendizaje en línea proceso de interacción educativa práctica pedagógica aprendizaje virtual pandemia |
| author |
Parada Alfonso, Lilián Padilla González, José María Sarmiento Lozano, Jaime Hernando |
| author_facet |
Parada Alfonso, Lilián Padilla González, José María Sarmiento Lozano, Jaime Hernando |
| author_sort |
Parada Alfonso, Lilián |
| title |
Virtual learning environments for pedagogical mediation and interaction in times of the COVID-19 pandemic, scoping review |
| title_short |
Virtual learning environments for pedagogical mediation and interaction in times of the COVID-19 pandemic, scoping review |
| title_full |
Virtual learning environments for pedagogical mediation and interaction in times of the COVID-19 pandemic, scoping review |
| title_fullStr |
Virtual learning environments for pedagogical mediation and interaction in times of the COVID-19 pandemic, scoping review |
| title_full_unstemmed |
Virtual learning environments for pedagogical mediation and interaction in times of the COVID-19 pandemic, scoping review |
| title_sort |
virtual learning environments for pedagogical mediation and interaction in times of the covid-19 pandemic, scoping review |
| description |
This research analyses the limitations and opportunities of the virtual learning environments in relation to mediation and pedagogical interaction during the COVID-19 pandemic, through a systematic review using PRISMA methodology. Fifty-two articles published between 2020 and 2021 in five databases (ProQuest, Redalyc, Scielo, Scopus, and Web of Science) were analyzed. The findings highlighted the following limitations: 1) the effectiveness of the virtual learning environment in developing specific skills; 2) the self-regulation processes of learning; 3) restrictions in emotional and bodily communication; 4) less research at the early levels of education compared to higher education; and 5) limitations in digital competence and access for teachers and students. Opportunities include: 1) broadening forms of interaction; 2) flexibility in the management of time and space; and 3) reflection on hybrid learning models. |
| publisher |
Universidad Católica de Córdoba. Facultad de Educación |
| publishDate |
2025 |
| url |
https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5811 |
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