Modalidad virtual como estrategia didáctica para el proceso de enseñanza-aprendizaje en la carrera de Derecho

Abstract

In this study, the technological, methodological, motivational and cognitive availability was analyzed to implement a virtual course as a teaching strategy in the teaching-learning process in the Law degree. A propositional-descriptive study was carried out, showing that 87.5% of students consider it positive to use technologies to learn, while 52.1% claim to make good use of them. Regarding the use of technologies by the teacher, 50% rate it as low for presentations in class and 54.2% for evaluation. Furthermore, 56.3% consider that the teacher has little technological mastery. However, 64.6% of students consider that it would be beneficial to implement a change in teaching-learning methodology. The teacher recognizes his pedagogical and technological skills, and is willing to assume a virtual teaching model. As a result of this study, a virtual course on Procedural Law, Judicial Branch Law and Notarial Law was designed in the Law degree, using the Moodle platform, with the aim of improving academic efficiency.