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Revista Iberoamericana de la Educación, Vol - 8 No. 2, April - June 2024
e-ISSN: 2737-632x
Pgs 1-15
* Msc., Institucional Instituto
Superior Tecnológico Universitario
Espíritu Santo,
aeviteri@tes.edu.ec,
https://orcid.org/0000-0002-0037-
8383
* Msc., Institucional Instituto
Superior Tecnológico Universitario
Espíritu Santo,
ebourne@tes.edu.ec,
https://orcid.org/0000-0001-9785-
9126
* Msc., Institucional Instituto
Superior Tecnológico Universitario
Espíritu Santo shoppe@tes.edu.ec,
https://orcid.org/0000-0001-7246-
438X
Received: November, 2023
Approved: January, 2024
DOI:
https://doi.org/10.31876/
ie.v8i12.267
http://www.revista-
iberoamericana.org/index.
php/es
How to cite:
Viteri, A., Boune, C., Ling
Hoppe, S. (2024) Approach
to the theoretical foundation
of the elements that intervene
in communication
interactivity in online classes.
Revista Iberoamericana De
educación, 8 (2).
Approach to the theoretical foundation of
the elements that intervene in
communication interactivity in online
classes
Aproximación a la fundamentación teórica sobre los elementos que
intervienen en la interactividad comunicacional en las clases online
Abordagem à fundamentação teórica dos elementos que intervêm na
interatividade comunicacional em aulas online
Alexis Estephany Viteri Lozano*
Carlos Ermel Bourne Gastezzi*
Sheylha May – Ling Hoppe Coronel*
Abstract
The purpose of this work is to build the theoretical foundation that
guides the construction of the elements that intervene in the
communication development of virtual classes. For the development
of this research, a bibliographic review has been carried out, which
has served as a basis for the theoretical framework of the research. A
type of qualitative information was followed for the argumentative
design of the internal and external elements that intervene in online
educational communicational interactivity. This article constitutes a
preview of the conceptual contributions to the Communication and
Information Technologies research line of the Tecnológico
Universitario Espíritu Santo and responds to a result of the research
project: Post-Pandemic Virtual Communicational Learning
Environments at the Tecnológico Universitario Espíritu Santo and
Unidad Educativa Letras y Vida
Keywoks: Information and Communication Technologies,
Communication, Education.
Resumen
El presente trabajo tiene como propósito construir la fundamentación
teórica que oriente a la construcción de los elementos que intervienen
en el desarrollo comunicacional de las clases virtuales. Para el
desarrollo de esta investigación se ha realizado una revisión
bibliográfica, la cual ha servido de base para el marco teórico de la
investigación. Se siguió un tipo de indagación cualitativa para el
diseño argumentativo de los elementos internos y externos que
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intervienen en la interactividad comunicacional educative online.
Este artículo constituye un avance de los aportes conceptuales a la
línea de investigación de Comunicación y Tecnologías de la
Información del Tecnológico Universitario Espíritu Santo y responde
a un resultado del proyecto de investigación: Entornos Virtuales
Comunicacionales de Aprendizaje Post Pandemia en el Tecnológico
Universitario Espíritu Santo y Unidad Educativa Letras y Vida
Palabras clave: Tecnologías de la Información y Comunicación,
Comunicación, Educación.
Resumo
O objetivo deste trabalho é construir a fundamentação teórica que
norteia a construção dos elementos que intervêm no
desenvolvimento comunicacional das aulas virtuais. Para o
desenvolvimento desta pesquisa, foi realizada uma revisão
bibliográfica, que serviu de base para o referencial teórico da
pesquisa. Seguiu-se um tipo de informação qualitativa para a
conceção argumentativa dos elementos internos e externos que
intervêm na interatividade comunicacional educativa em linha. Este
artigo constitui uma antevisão dos contributos conceptuais para a
linha de investigação Tecnologias da Comunicação e da Informação
do Tecnológico Universitario Espíritu Santo e responde a um
resultado do projeto de investigação: Ambientes Virtuais
Comunicacionais de Aprendizagem Pós-Pandémicos do
Tecnológico Universitario Espíritu Santo e da Unidade Educativa
Letras y Vida
Palavras-chave: Tecnologias da Informação e Comunicação,
Comunicação, Educação.
INTRODUCTION
Ecuador is the seventh country in Latin America in terms of
estimated investment in educational connectivity, taking into
account that this progress responds to the mandatory closure that
occurred during the first year of the Pandemic. Countries such as
Mexico, Brazil, Colombia, Guatemala, among others, are added to
this growing investment (World Bank Group, 2021).
In the educational field, the exponential development of the use of
technological devices and the use of the Internet at home is one of
the first phenomena that, according to UNESCO (2002), has had an
impact on the advancement of educational models in countries such
as Ecuador. Another phenomenon that also accompanies the rise of
online classes, is learning and the wide range of existing methods
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around technological advances and continuous and formal training
(OECD, 1998).
The COVID-19 pandemic generated a sphere of economic
uncertainty in households around the world. To such an extent that
the United Nations Educational, Scientific and Cultural Organization
(2020) warned of this crisis, noting that more than 190 countries
were affected with the closure of educational institutions at various
levels: primary, secondary and university.
However, this health problem generated pressure on communities
and the governmental system in the educational field, to open
facilities for Internet access, acquisition of technological resources
and training for the mastery of learning tools in the virtual
educational system (Pantoja et. al, 2021).
In Ecuador, before the abrupt insertion of the Pandemic, third level
educational institutions such as the Universidad Particular de Loja,
already maintained an academic offer from the distance modality.
This type of system was aimed at the accessibility of studies for a
population whose training alternative was adjusted to the use of the
virtual classroom and development of the activities of the subjects
through the use of a web portal (Moncayo, Pereira & González,
2018).
In the case of educational institutions such as Tecnológico
Universitario Espíritu Santo, the introduction of online classes came
with the appearance of Pandemic COVID-19. Mechanism that to this
day is maintained, diversified in subjects that are taught 100%
online; other subjects, in hybrid and face-to-face modality (TES,
2023).
This article focuses on the theoretical foundations that provide
significant contributions to the construction of virtual classes and
their insertion in the educational community at the peak of this
model, such as the Pandemic and its aftermath. For this, a review
will be made of the conceptualizations and studies that have given
significant steps to the advancement and innovation of the
development of online classes as an adaptive tool to chaotic social,
health and economic environments such as the COVID-19
Pandemic, among others.
And specifically, to describe the theoretical foundations of
synchronous and asynchronous systems of interactivity in online
classes. Likewise, to establish the differentiating elements that
technological resources have in the communicational dynamism of
telematic teaching. In England in 1840 "Isaac Pitman programmed a
shorthand system based on cards and postal exchange with
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students..." giving way to distance classes (Garcia, 2019). This was
the starting point to give way to a study model that broke barriers
such as geography and the physical space of the classroom as a
traditional classroom.
However, its adaptability by the students belonging to this
community was not easy, since it was sustained by tools, such as:
...written material through the accompaniment of study aid guides,
the systematic introduction of complementary activities to each
lesson, as well as workbooks, exercises and evaluation notebooks,
which promoted some kind of relationship of the student with the
institution, the material and the author of the text and which
facilitated the application of what was learned and guided
independent study... (p. 13).
Multimedia teaching
At the end of the 1960s, another modality of study called distance
learning was adjusted, being its dissemination supports the radio and
TV (García. 2019). This system was maintained in Ecuador until the
end of 2015 with the retransmission of trainings with educational
material related to workshops, cooking, construction and other
disciplines by the Municipality of Guayaquil, space named
Aprendamos (Municipality of Guayaquil, S.f).
The design, production and generation of didactic materials lent
itself to their massification in different technological platforms.
However, the decline of TV and radio as a support for the expansion
of educational contents caused this system to lose the acceptance it
had in the 90s, mainly in Latin America, the place of greatest boom
(Gonzales, S.f).
Telematic teaching
By the 90's technological innovation and internet give way to another
model of studies, virtual teaching, as an educational offer in mid-
1996 (Acosta, Cervantes & Bustos, 2011). These two models,
distance and virtual education, became adaptive spaces, in habitats
in which they captured a population that presented difficulties to
accommodate to a rigid schedule or to move to a physical classroom
continuously.
This study model had greater reach worldwide, with the Pandemic,
since preventive isolation was an element that contributed to the
sustainability of this educational system. Authors such as Samaniego
(2020) make severe reflections that connect with the reality of
telematic education during and after the Pandemic, since "the
overdose of screens" in homes continues to be a pressing element in
the face of submersion to this teaching model.
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With the insertion of the Pandemic in the world, the efforts of
international organizations in establishing general protocols,
included guidelines that generate great contribution to the current
reality in the development of virtual classes in countries where this
type of methodology was totally new (United Nations, 2020).
Among the recommendations, the following stand out:
Examine the state of readiness and choose the most relevant tools...
Ensure the inclusiveness of distance learning programs... Protect
privacy and data security... Implement solutions to psychosocial
problems before teaching... Plan the development of distance
learning programs... Provide teachers and students with assistance in
the use of digital tools... To combine the appropriate approaches and
to limit the number of applications and platforms... To establish the
rules for distance learning and to follow up the learning process of
the students... To define the time of duration of the distance learning
units in function of the self-regulation aptitudes of the students... To
create communities and to favor the social links. (S.f)
MATERIALS AND METHODS
A review of the narrative literature was carried out, with different
types of documents, among them: articles, theses, dissertations,
online texts (Canuto & Souto, 2020). This methodology broadens a
description of the topic, since the search for information is executed,
placing its focus on updating studies related to the research. Giraldo
(2011) citing Strauss and Corbin (2002) remarks on the grounding
theory sustained in a comparative writing of contrast of conceptual
positions that provide greater relevance to the study.
Likewise, Giraldo (2011) highlights some of the elements that
characterize grounding theory as a methodology, such as: selection
of studies for their relevance and pertinence, "...Performing a
continuous comparison of incident with incident, identifies their
properties, explores their interrelationships and manages to integrate
them into a theory that keeps a reasonable logic..."
This article constitutes an advance of the conceptual contributions to
the research line of Communication and Information Technologies
of the Tecnológico Universitario Espíritu Santo and responds to a
result of the research project: Entornos Virtuales Comunicacionales
de Aprendizaje Post Pandemia en el Tecnológico Universitario
Espíritu Santo y Unidad Educativa Letras y Vida.
By means of the bibliographic selection, it was possible to group a
theoretical sample linked to contributions that potentialize to refine
or expand the conceptualizations and theories already developed.
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One of the elements of information segregation is the selection by
publication dates and relevance of the study to the research topic.
From the author Canuto & Souto (2020) this is referred to as data
collection, marginalization and analysis.
In this study, more than 15 articles were identified and a smaller
number of theses, reports from international organizations,
observatories.
RESULTS
Influence of technological equipment in virtual classrooms.
Students
In the student environment, the most widely used technological
instrument, due to its economic characteristics in relation to laptops,
has been the smart cell phone. This mobile device, according to data
from the Branch Agency (2023) only in 2022 of the 18 million
inhabitants, 77% are Internet users. In addition to this, the function
of smartphones, in a negative way, becomes a distraction for people.
However, the Ecuadorian household has more than two cell phones
than technological resources such as static computers, tablets or
laptops.
On the other hand, Gómez, Enríquez & Sánchez (2020), the emerging
generations from the 90's onwards become familiar with great ease
and scope of learning with the tools belonging to the sphere that
encompasses Information and Communication Technologies ICTs,
communication with their communities (social networks) and
personal organization. However, these same authors emphasize that
the introduction of social networks in the interactivity of the
classroom is due to the ease with which smart phones allow
maintaining various applications of this type on the same device
(Gómez, Enríquez & Sánchez,2020).
Within this framework, Hernández (2013) makes a reference to the
culture of cell phone use in the development of the class in a virtual
classroom, since teachers must introduce a protocol that adapts to the
functionality fulfilled by this device and its internal tools, including
its applications.
Teachers
The profile of the teacher in the development of virtual classes goes
beyond the usual preparation such as: slides with the study material,
workshops, evaluations, among others. With the rise of online
classes, starting in 2020, teachers added two elements of preparation.
The first, their physical environment for the development of online
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classes. This factor falls, from the point of view of Rando (2021), on
the place and technological equipment such as: the use of a static
computer, headphones and a semi-professional microphone is
recommended to prevent the ambient noise from interrupting the
teacher's oratory development.
This adaptability environment also requires continuous training and
preparation on the use of ICTs (Gómez, Enríquez & Sánchez, 2020).
Rando (2021) emphasizes the resilience of teachers in the face of the
abrupt change from a physical classroom to an online one caused by
the Pandemic. In the case of Tecnológico Universitario Espíritu
Santo, during and after the Pandemic, the continuous teacher training
system focused on the constant updating of knowledge about
telematic learning and the mastery of pedagogical technological
resources for online teaching (TES, 2023).
Synchronous & Asynchronous Teaching
Duarte et. al, (2019) points out the great notoriety that the use of
virtual platforms has acquired in formal education. On the other hand,
one of the positive effects of Pandemic in education is innovation in
teaching, since the use of technological resources makes:
...The Virtual Learning Environment EVA has crossed the
boundaries of the conventional classroom and marks the direction
towards the futuristic virtual classroom that is developed through the
Learning Society and makes learning collaborative and lifelong
(Cañizares et. al, 2021, p. 332).
In the study conducted by Cañizares et. al, (2021) citing Ricardo
Chrobak and Ana Beatriz Prieto (2010) highlights some factors
involved in the development of classes adjusted to this technological
environment, such as: Organizing knowledge, making an outline of
the intervention of content and workshops within the timeline of the
class. The emotional impulse, as a tool of connection with the
classroom. And finally, "constructively integrating thinking, feeling
and acting, through experience".
Taking into account that these guidelines are now part of the so-
called pre-production of an online class, it is also necessary to
differentiate between synchronous and asynchronous teaching. In the
university environment, at the beginning of the Pandemic, teaching
turned to a virtual synchronous and asynchronous modality, dividing
it into two phases of action (Alfaro, Ortega & Lozano, 2022). First,
there are the virtual classrooms, whose class dynamics are generated
synchronously, i.e., live, establishing a class schedule similar in time
to the traditional modality. At this point, it should be emphasized that
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in Ecuador there were negative factors that affected the dynamics of
live classes such as: instability in Internet connectivity and power
outages scheduled for 2023 (Ministry of Education, 2023).
In a second phase, there is asynchronous teaching, which gives the
student independence in carrying out their academic activities. For
Delgado (2020), one of the main features of this system focuses on
the visualization and downloading of study material placed on the
institution's web platform, allowing the "student to return to a lesson
or activity and review if he/she has doubts". There is also the
realization of activities or workshops, which are kept on a platform
adjusted to deadlines.
Communication platforms in e-learning
Virtual Classroom
Before the Pandemic, communication between teachers and students
was mostly marked as a vertical interaction, delimited by the
hierarchy represented by the physical classroom (Orejuela, 2010).
Likewise, Delgado (2020) remarks the change that was generated
from 2020 with the introduction of interactivity in a virtual
classroom, where its users are in a horizontal communication,
characterized by a spontaneous and continuous participation in
various ways: written chat, use of emoticons, votes, microsalas
among others.
WhatsApp
WhatsApp has been one of the communication platforms with the
greatest communication reach since its creation. But it is from 2020
that it is introduced with greater use in the educational community at
various levels. Piriz, Sanabria & Leal (2020) point out some of the
functions that made this social network the protagonist par excellence
of communication and interactivity between educational institutions
and students at the university level: 1. Social network most used by
users, 2. It makes it possible to generate small groups that respond to
the subjects or interactivity with the administrative body, 3.
In addition to these functions, this social network offers the
possibility for the community to express their emotions through the
use of emoticons, memes, gifs and stickers (Piriz, Sanabria & Leal,
2020).
Other interactive resources
In the development of expository content for the class and the
selection of gamification tools to interact in the virtual classroom,
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studies such as those presented by Gallegos (2020) in which he
highlights the resources with greater use by teachers: CANVA,
Genially, Powtoon among others. This perspective coincides with the
research proposed by Tapia et. al, (2020).
Virtual education is then defined from the post-Pandemic point of
view as a wireless study model that adjusts to the current demand by
eliminating elements of the traditional model of a physical classroom
such as: time and geography (Cañizares et. al, 2021). Thus,
experiences in current research such as those proposed by Gómez,
Enríquez & Sánchez (2020), Rando (2021), reaffirm the need for a
mutable and adaptive innovation to the environment where multi-
screen telematic teaching methods are developed.
CONCLUSIONS
The considerations of this research were oriented to build, in a first
instance, an approach to the theoretical foundation around online
classes and the influence of technological resources in the
communicational interactivity between the educational and student
community in the university environment.
Based on the above, it can be stated, in this first approach, that the
development, innovation and boom of virtual classes achieved their
popularity due to the COVID - 19 Pandemic. However, after the
world went through a mandatory confinement and then an endless
mobility restriction for more than a year, the educational system
coined the online education model as part of the diversity of study
methods in university academic training.
On the other hand, to generate an environment of adaptability in the
preparation of didactic material for virtual classes, it is important that
educational institutions should maintain their focus on continuing
education for constant updating of knowledge related to the pre-
production, production and post-production of content to be
generated both in education in the virtual classroom and on the
platform where the workshops and content of the subject will be
exposed.
From this point, through training, the educational system has a
greater probability of success in the proper management of the type
of communication that the teacher should handle with students,
taking into account the various social platforms where conversations
related to the development of the content of the class are generated.
Finally, it is evident the need to adjust the communicational
interactivity tools to the learning that the student community has with
these tools, since this generates a probability of skill on the part of
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the student in the realization and understanding of the didactics of the
classroom from the virtual field. For this, the extra effort made by the
teacher is recognized, when generating tutorial videos as part of the
comprehensive communicative guide in the development of the
dynamics of the class.
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