PSYCHOPEDAGOGICAL BASES OF A SOCIO-CONSTRUCTIVIST TEACHING-LEARNING MODEL FOR VIRTUAL ENVIRONMENTS

The increase of the training offer carried out in virtual learning environments (VLE), makes many teachers and researchers deal with and worry about the specific features with which learning scenarios are designed in the aim of achieving the educational objectives proposed. Higher education institutions and teachers should start from a teaching and learning psychoeducational model on which to design and develop their VLE, as well as planning the subsequent learning process for the implementation of the syllabus. Teaching-learning scenarios based on or supported by training virtual platforms have significant specific features compared to the usual face-to-face scenarios. Hence the need to identify and share a psychoeducational model adapted to the reality of the students and the objectives pursued. Quite frequently we find that many VLE transfer materials, activities and models from the face-to-face settings almost literally, different and detached from virtual reality. Our work is a reflection on the bases and key aspects of the model proposed, the analysis of its theoretical bases as well as the features it requires.