Vol. 22 No. 63 (2022): TEACHING STRATEGIES FOR LEARNING FROM VIRTUAL CLASSROOMS CREATED ON DIGITAL PLATFORMS

The Varela Journal (http://revistavarela.uclv.edu.cu), a publication with a pedagogical profile, managed by the Faculty of Early Childhood Education of the Central University "Marta Abreu" of Las Villas, certified by the Ministry of Science, Technology and Environment (CITMA) and indexed in: DOAJ, CLASE , LATINDEX, REDIB and ERICHPLUS, is pleased to present to its readers and collaborators the monograph number 63 corresponding to September-December 2022, which addresses the topic:

TEACHING STRATEGIES FOR LEARNING FROM VIRTUAL CLASSROOMS CREATED ON DIGITAL PLATFORMS

The use of information and communication technologies in the creation of virtual learning environments, also called virtual classrooms, has determined new ways of teaching and learning, which differ notably from the traditional forms used in the face-to-face modality. These classrooms are mounted on various technological systems, among which is the MOODLE platform (Modular Object-Oriented Dynamic Learning Environment), which offers multiple employment possibilities to ensure that the student can learn by himself, raise his role and encourage their cognitive independence and creativity.

However, the fact of having the platform installed and the required infrastructure is not a sufficient guarantee of effectiveness and quality in the learning process, since these tools only acquire didactic value when they are interpreted as mediating artifacts between the teacher and the students. To achieve these goals, it is necessary for teachers to have sufficient preparation to be able to make the most of these technological potentialities and adapt them to the teaching-learning process, through the use of didactic strategies that promote student learning.

Precisely, this number offers in its MONOGRAPHIC section, various contributions that address the use of virtual platforms, such as research results, innovations and advanced pedagogical experiences. Likewise, this issue has other articles in its RESEARCH IN EDUCATION section, which are unrelated to the theme of the monograph and are derived from the results of scientific work in the area of ​​Pedagogical Sciences.