Dialogue and perceived learning in students of virtual mode: qualitative approach in a university program of Costa Rica

Abstract

It was performed a qualitative exploratory study about the perception of a group of 50 postgraduate students of a costa rican university, concerning to the intensity of the dialogue that is established in virtual courses between teachers and students, and between the students themselves, in comparison with their experience in classroom courses. Based on the analysis performed using a software for processing the qualitative data, it was observed that both types of dialogue have a relationship with the learning level perceived by the students in virtual mode. The teacher role and the autonomy of students are important factors that should be studied more deeply.

Keywords

• Aulas virtuales
• Costa Rica
• cursos en línea
• diálogo
• educación a distancia
• educación virtual.