Abstract:

The characteristics of the information society have also been transferred to higher education classrooms. The incorporation of the virtual classroom as a parallel (or complementary) work of the development of classroom has revolutionized not only pedagogic perspective, also different aspects as methodology, assessments. These changes affect both students and teachers.
This change means a double challenge, first, in order to coordinate and complement face-to-face and virtual education, and second, to transfer the teacher role (or protagonism) to their students. In this way, we are able to overcome a master class, without real students participation; where the importance of the classroom are focussed on the lecturer; giving the leading of the lecturer as transmitter of knowledge.
This virtual participation is based on the experience in several courses, where the proposal is to give the learning protagonism to the students, with their abilities, competencies, difficulties,… during the process, is necessary to overcome certain obstacles as the time available to work all the content, the (often limited) motivation of these participation or the heterogeneity group. The experience, in particular, examines this teaching experience performed in two academic years (since its inception ) a subject of third degree of Pedagogy.
The data analysis are based on indicators of the virtual classroom, such as participation through different ways like forums, emails, chats, inquiries,… and individual assessment at the end of the course (qualifications, SEQUA assessment, and internal assessment). The results have showed a high satisfaction of students, a high participation in all the different ways and good final qualification.

Keywords:

e-learning, research projects, higher education.