Resumo

SVENSSON, Viviana Corina. El aula virtual como estrategia de acompañamiento en línea durante el Aislamiento Social Preventivo y Obligatorio 2020. Rev. iberoam. tecnol. educ. educ. tecnol. [online]. 2022, n.32, pp.103-111. ISSN 1851-0086.  http://dx.doi.org/https://doi.org/10.24215/18509959.32.e11.

This paper shows the results of the survey conducted to active students of the university during the first quarter of 2020. The purpose was to know how they lived their relationship with virtual classrooms from the experience of learning through the 'online' accompaniment in the context of the Preventive and Compulsory Social Isolation. From the multimodal semiotic theory, a descriptive survey was elaborated taking into account aspects related to the virtual classroom, the interaction between peers and teachers and the satisfaction in its use. The results reveal tensions with the teacher, peers, study material and technology. The expressions show that the greater the liking for the virtual modality, the greater the need for knowledge of the technological medium, self-management of learning and less liking for the feeling of 'control'; and the greater the liking for face-to-face learning, the greater the feeling of freedom in terms of monitoring learning and longing for that style of academic life.

Palavras-chave : Accompaniment online; Virtual classroom; Interaction; CPSI; Multimodality; Survey; Experience; Learning.