A SYSTEMATIC LITERATURE REVIEW ABOUT GOOD TEACHING PRACTICES IN VIRTUAL CLASSROONS

Abstract

Some professors use virtual classrooms as simple repositories of materials, limiting the quality of training in those spaces. This situation has raised the preoccupation of the authors of this paper. Consequently, they proposed as an objective to identify good teaching practices at virtual classrooms, which can guide professors for an effective mediation in those environments. To achieve the objective, they chose to carry out a systematic literature review on the subject, selecting scientific documents that show evidence of successful actions by professors on virtual platforms. Among the main results, it is highlighted that most of the effective teaching practices in virtual classrooms focus on pedagogical aspects such as: the promotion of communication, collaborative learning, continuous student feedback, personalized tutoring, multi-sensory learning experiences, and varied, authentic, contextualized activities, within others. Some difficulties were also identified in its implementation, fundamentally around the insufficient training of professors to effectively carry out tutorial function in virtual teaching and learning environment.