Collaborative learning in virtual environments: analysis of a Training of Mediators in Distance Education course

Abstract

This article analyzes the perceptions and experiences of students in a training course of me­diators for distance education. This is a descriptive research, in the form of case study, with a mixed qualitatively oriented approach. Data were collected using the non-participant observa­tion technique and from a questionnaire available in the virtual classroom. Various interaction formats were analyzed with special emphasis on student-student, student-mediator teacher and student-content interactions. The results indicated the prevalence of the student-mediator teacher interaction over the others, such interactions were enhanced by the dialogical environment and the mediator teacher’s ability to create conditions favorable to its occurrence. Students showed certain abilities for autonomous and collaborative learning.