ACOMPAÑAMIENTO ASINCRONO Y REDES 3D: UN NUEVO CONCEPTO DE PRESENCIA PARA LA EDUCACION A DISTANCIA

Abstract

The qualities of the learning environment produce academic benefits. In distance education, factors such as closeness, commitment, and monitoring are limited by the use of technological resources. Direct interaction affects evaluation processes. In fact, absence or not, affects the creation of an environment that favors commitment. As an alternative, explicit presence attributed to 3D networks is introduced. On these bases, this work aims to analyze new proposals for monitoring with the use of 3D networks. It is framed in a field investigation, of an exploratory nature, and of participant observation on the students and tutors of Professional Teaching Practice, at the José Antonio Páez University, and of the SLD module of the experts program in elearning processes of the FATLA Virtual University. The study phases allowed us to characterize the appropriate 3D scenarios, design activities that encourage interaction and commitment, and formulate strategies to accompany asynchronously, using the properties of the 3D environments. As a result, a set of factors favoring monitoring was obtained, such as ease of interrelation, visual impact, and transmission of emotions. The designed activities were based on exploration, discovery, exchange of objects and discussions in the chat of the 3D environment. With the avatar and Sloodle technology, the tutor monitors and evaluates, without intervening in all the activities. In conclusion, the proposed strategies validate the action of the virtual tutor.