Dialectization and use of resources in co-created ecologies

towards a new approach on contemporary e-learning

Abstract

This study delves into the importance of the teaching role in virtual
education as a catalyst for interactions between the participants and the contents of
the courses in co-created ecologies of learning. It was carried out at the Faculty of Communications
and Philology of the University of Antioquia, a public institution with
219 years of history of training in face-to-face methodology. The investigation was carried out
from an interpretive constructivist paradigm, with a qualitative approach and a Grounded
Theory design, whose objective was to propose a pedagogical model for
virtual education in undergraduate level programs. This model was tested
in a free course carried out through WhatsApp, and then in a regular undergraduate course in which the Meet,
Classroom and WhatsApp tools were combined. The analysis of the data
collected in these exercises suggests that the training spaces in which the
teacher assumes a dialectizing role, using resources available online and
in multiple languages, allow a greater flow of interactions in accordance
with the concept of co-created ecologies. which integrated the personal
learning environments of the participants, with those proposed by the
University. Thus, it was demonstrated that it is possible to propose new
ways of conceiving and putting into practice higher education in undergraduate
virtual methodology, beyond the practices that prevailed in the context
of the so-called remote education in emergency.