Ambientes virtuales de aprendizaje para promover el trabajo colaborativo en la asignatura de Ciencias Naturales de décimo educación básica general

Abstract

In this research, we explore how Virtual Learning Environments (VLE) can improve collaborative work in the Natural Sciences subject for tenth-year students of General Basic Education. The idea arises from the need to make group learning more dynamic and take advantage of current technological tools to improve education. VLEs are presented as an innovative solution, allowing students to interact and collaborate more effectively, overcoming the limitations of traditional methods. We use a mixed approach in our methodology, combining qualitative and quantitative techniques to better understand the impact of VLE on student learning. We conduct surveys and interviews with teachers and students to collect their experiences and opinions on the use of VLE. In addition, we carry out collaborative activities within the virtual environment using platforms such as Discord, creating specific channels for discussions, assessments, and group work. The results show that the use of VLE significantly improves student participation and engagement in collaborative activities. Students were more willing to work in teams and more motivated thanks to the interactive dynamics and gamification implemented in the VLE. Teachers, for their part, highlighted the ease of managing activities and tracking student progress using the platform's tools. An important finding is the need to establish clear roles and responsibilities within the virtual environment to ensure that all students participate equally. The inclusion of gamification elements, such as rewards and group challenges, was also highlighted as an effective strategy to increase student motivation and engagement. The VLE not only facilitated interaction between students, but also allowed teachers to create a more organized and structured learning environment. The ability to access study materials and additional resources at any time was a great benefit, especially for those students who need more time to assimilate information. In addition, the instant and continuous feedback offered by teachers in the virtual environment helped students quickly identify their areas for improvement and work on them more efficiently. Another relevant aspect is the ability of the VLE to adapt to different learning styles. Some students learn better through reading, others through visual interaction or direct practice. The VLE, with its various tools and resources, was able to meet these individual needs, providing a more personalized and effective learning experience. Regarding the technical implementation, some challenges were encountered, mainly related to connectivity and initial familiarization with the platform. However, with adequate technical support and an adaptation period, both teachers and students managed to overcome these obstacles. Continuous training was identified as key elements for the success of the VLE implementation. The implementation of VLE in the teaching of Natural Sciences in the tenth year of General Basic Education is an effective strategy to promote collaborative work. Benefits include greater participation, motivation and organization in educational activities. In addition, the flexibility and adaptability of the VLE allow for a more personalized and accessible learning experience for all students. It is recommended to adopt this type of environment in other areas and educational levels to take full advantage of the advantages of information and communication technologies in education.