Abstract:

The study
In the Universidad Pedagógica Experimental Libertador the students prefer to keep a specific pattern during their participation in the class. They identify the teacher style and follow this parameter, frequently their discourse is focused only in the topic. And they forget or give less importance to the different aspects of interaction, like the social. So, the aspects commented previously conducted to realize reflections about the online interaction during the computing introduction course and knowing the proposed activities in the new environment of learning.
The research has the objective of analyzing the affective, cognitive and didactic dimension of virtual interactions. The subjects of study are constituted by the learners of I semester of the computing introduction course of UPEL-IPB, specifically the persons took part of the online activities. The population are formed by the 27 learners of course. In this case, it’s possible to conduct a census for studying each student of the population. (Sampieri, 2006)
After of a thorough search, the categories adapted to the research correspond with the categories system for the analysis of the interaction in learning virtual spaces (Garcia and Perera, 2007). The dimensions utilized are cognitive, social and didactic. However, in the proposal there are four dimensions and only three have been utilized for this research.
In this research has been used the quantitative discourse analysis. Afterwards, the information has been organized and classified in tables and graphics for analyzing and interpreting the results. The previous stage has been developed with the statistical suite SPSS.

Conclusions
Conclusions by dimension
The frequencies by dimension showed that the students gave major importance to the didactic dimension. They applied their didactic knowledge in the online discussion of a conscious and unconscious way. However, in the face to face courses the students show a tendency toward the social dimension in first place and after cognitive dimension. And, in a lot of cases they forget the didactic dimension. In the virtual learning environment, the teacher moved away the ubiquitous attitude for adapting to the dynamics this modality. For that reason, the learners felt more freedom for taking the role of teacher.
The cognitive dimension prevailed over the social. This was the first experience of the students in virtual learning environment, they spontaneously took part of cognitive interactions by being a innovation. But, the expression of emotions was low. The students had to familiarize themselves with the online course. During this process, they were very suspicious of the new learning space. So, they gave less importance to express their emotions in the discussions.
In the levels by dimension, the results obtained show a tendency toward low level in all the dimensions. So, the situation of face to face course is repeated in the alternative learning space. Regardless of the synchronous and asynchronous communication tools, the learners keep little participation in the online activities. The technology didn’t bring about increase of the interactions between students.

References:
Cea, M. (2001) Metodología Cuantitativa. Estrategia y técnicas de investigación social. Síntesis Sociología, Madrid.
Sampieri, R. (2006). Metodología de la investigación. México: McGraw-Hill Interamericana.

Keywords:

On-line discoursing, Quantitative discoursing Analysis.