Affiliation:
1. Universidad del Azuay, Ecuador
Abstract
The purpose of this participatory action research study was to investigate if teaching in virtual spaces could offer the opportunity to exercise reflexivity and transform pedagogy by including new roles, modes of interaction, and authentic practice to increase connectivity with students. The study was conducted with a small convenience group of university teachers in a private university in the south of Ecuador. Data was triangulated through individual and group interviews, a specifically designed blog, and participation in three learning-teaching modules. Certain dialogic characteristics in the data demonstrate epistemological and pedagogical transformations. Short-term results show that the complexity of teaching in virtual spaces indicates more research is necessary on the role of professional development that focuses on both pedagogy, effective communication, and technical abilities with discipline content.