Escenarios colaborativos de enseñanza-aprendizaje mediados por tecnología para propiciar interacciones comunicativas en la educación superior

Technology-mediated communication, through text, voice, or audiovisual content, supported the education system during the COVID-19 pandemic, and allowed students and teachers to collaborate in digital learning scenarios. This article presents the results of the research project whose problematizing question was: how were communicative interactions and collaborative learning promoted in UVirtual Académica platform of the University of Medellín, when the technology-mediated education model was adopted? The development of the research followed a qualitative paradigm with a hermeneutic approach. The techniques and instruments for the collection of information were the literature review, the content analysis of virtual environments, and the semi-structured interview with university professors. The results were analyzed considering the social, affective, and cognitive dimensions, which made it possible to recognize how communication and feedback guide the teaching and learning processes. Additionally, collaborative learning didactic strategies that foster communicative interactions between students and professors were identified, finding greater effectiveness when these three strategies are combined: classroom project, tutoring, and peer-assessment activities. It was concluded that collaborative learning strengthens communication processes in digital learning scenarios and favors the formation of virtual communities and networks for academic and emotional support among members of the educational community.