Pedagogical Practices in Non-Formal Settings for Learning in Virtual Environments

Abstract

The learning process of students in higher education programs today emphasizes “Learning by Doing” to strengthen pedagogical competencies based on virtual modalities, in non-formal settings and through the technological platforms used, which have become the habitual practice and classroom for both teachers and students. This situation can turn interaction into a fragmented process, sometimes with limited impact on meaningful learning for acquiring competencies related to “Learning to Learn,” “Learning to Live Together,” and “Learning to Be.”

The non-formal setting is analyzed through individual observation, interpreting whether each environment favors or hinders the development of competencies and skills in students under unfavorable conditions and contexts. The study is based on virtual interaction and the collection of final outcome products for each academic period. From a qualitative approach and classroom action research, it provides evidence of the quality of teaching and learning in higher education, the use and application of ICT, reading and writing levels, and the study methods and habits of each student and teacher.