This article addresses a fundamental issue in digital environments: how communicative interactions and collaborative learning can be enhanced through the use of technological tools.
Based on the model adopted by the University of Medellín during the COVID-19 pandemic, the research analyzes the dynamics that emerge in virtual platforms, with a particular focus on how collaborative strategies can enrich learning and strengthen communication.
Technology-mediated interactions, both synchronous and asynchronous, are key to building connections between students and teachers, promoting not only the exchange of information but also the development of cognitive and social skills.
Previous research has identified that Learning Management Systems (LMS) provide suitable environments for these interactions. However, there is still a need for further analysis of how they develop and what factors contribute to a more effective use of these tools to improve the educational experience.
This study identifies specific didactic strategies that promote interaction and collaborative work, such as the use of classroom projects, tutoring, and peer-assessment activities. These strategies not only enhance academic performance but also foster the creation of academic and emotional support networks in virtual environments. This comprehensive approach benefits learning while also promoting the development of more cohesive educational communities in digital settings.
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How to cite: Mesa Rave, N., Gómez Marín, A., & Arango Vásquez, S. I. (2023). Collaborative Technology-Mediated Teaching-Learning Scenarios to Promote Communicative Interactions in Higher Education. RIED. Revista Iberoamericana de Educación a Distancia, 26(2), 259–282. https://doi.org/10.5944/ried.26.2.36241
