Innovating Education: CourseLab as a Bridge between Teaching and Digital Learning in Professional Communication
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Abstract
The objective of this research was to analyze the impact of using virtual environments as spaces for teaching and learning in the subject of Professional Communication among higher education students. The study adopted a quantitative and descriptive approach, using a questionnaire structured into four dimensions: interest in learning the subject, level of academic engagement, comfort and access to digital environments, and perception of learning progress. The sample consisted of 90 students aged 18 to 23 years, from both urban and rural contexts. The results revealed a positive perception toward the use of digital platforms, highlighting that CourseLab enhances motivation, academic engagement, access to resources, and autonomy in learning. The Cronbach’s Alpha coefficient (α=0.87) indicated high reliability of the instrument, and the principal component analysis explained 74.6% of the total variance, supporting its internal validity. The averages of the evaluated dimensions were high (≥4.0). In summary, the use of CourseLab is consolidated as an effective pedagogical strategy to strengthen meaningful learning, develop academic competencies, and address the educational needs of university students. It is recommended to continue exploring the integration of virtual environments into innovative teaching practices and diverse educational contexts.
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