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Keywords: Digital divide, asynchronous tools, virtual platform, collaborative online learning
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Asynchronous communication (Moodle) Moodle, like all EVA (Virtual Learning Environment), needs to use different types of tools that allow it
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We show the progress of a pilot study in which we experience the use of an ad hoc analysis model of synchronous and asynchronous interventions in virtual environments of learning in Higher Education.
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We design virtual campuses for asynchronous training, where participants learn, participate and communicate with each other but don’t need to be connected at the same time.
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The students positively assessed the virtual teaching-learning process in groups and in synchronous and asynchronous modes, despite their initial reservations.
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The main idea of the WG was to analyze learning communities configured around asynchronous tools of communication, and more specifically, around virtual forums in cyberspace.
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The implementation of the T-FliC Model includes the following phases: a digital class (learning outside the classroom) with asynchronous guidance of a virtual tutor; a workshop involving dynamic activities for collaborative work (classroom learning) guided by a tutor in person; and an ongoing technological tools evaluation process (clickers, portfolio, and forum) which will generate the digital records of the student learning path.
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The information collection instruments have been the Questionnaire to Evaluate University Students' Learning Strategies (CEVEAPEU), documentary analysis of regulations, university reports, review of virtual classrooms, didactic guides and asynchronous seminar where we asked the students for an assessment about their learning strategies.
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Through the use of both synchronous and asynchronous technology, the virtual college will allow students to learn new material on a weekly basis using multimedia (text, audio, and visual media) lessons, and also to confer with virtual teachers and classmates face-to-face during office hours and joint project preparation.
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Virtual studies have associated a number of problems and also offer a number of advantages that enable a collaborative and asynchronous communication that can facilitate the learning process.
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An educational one, to enhance, enrich and increase the explanatory power of the teachers and extend the student’s learning through the Virtual Campus where the student accesses an online library, and areas of synchronous and asynchronous discussion.
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Through the use of both synchronous and asynchronous online communications, AVC allows students to learn new material at their own pace, but also to confer face-to-face with their virtual teachers and classmates.
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From the review of history and literature, four categories of analysis that are components of the communication process in virtual learning environments were established: Writing and style, graphics and audiovisual resources, empathy and warmth, and synchronous communication tools and asynchronously.
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In some stages of virtual learning programs, the presence of a specialist is required, a specialist who, from its interventions, ensures - whether synchronous or asynchronous - giving appropriate feedback, being a source of motivation, guiding on learning methodologies and accompanying the development of activities and evaluations when needed.
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This article discusses the topic of virtual learning communities as a proposal that offers innovative educational resources and tools for dialogue, synchronous and asynchronous exchange as well as other teaching and learning processes that are primarily derived from a collaborative approach, where participants communicate in permanent and systematic joint construction activities, projects and general agreements.
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B-learning has a different format now: from now on it is asynchronous (content on demand and activities to be implemented in an interactive format with remote collaborative work) and synchronous in presence or virtual environment.
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The aim of the questions posed in this instrument was to collect data on: a) ICT use, as a prerequisite for digital literacy, and specifically the use of Google Docs to produce an essay using the DWT; b) the command of the discursive genre; c) the blended learning mode of the didactic design: face-to-face sessions and virtual sessions for essay production; d) synchronous and asynchronous feedback for each progressive stage of the production process.
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In their studies, Gikandi, Morrow & Davis (2011) state that assessment (whether formative or summative) in online learning contexts includes characteristics that differ from face-to-face contexts, especially due to the asynchronous nature of the participant’s interactivity, which means that educators must rethink pedagogy in virtual settings in order to achieve effective formative assessment strategies.
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These online activities are different from the electronic ones because of their asynchronicity, because they require simulated dialogues and written contributions by the students and because they stimulate a change in roles for students, who became more involved with their own training, as well as for the teacher, who assume therole of a virtual tutor, moderating and promoting learning.
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The LMS (Moodle and web 2.0 tools) have allowed to disseminate and create knowledge in collaboration, within a virtual environment of teaching and learning (EVEA), The EVEA have become the support of the universities for the EaD to be consolidated as a educational model of increasing demand, which houses audiovisual, multimedia and hypertext material that allows students to construct knowledge asynchronously flexible.
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