Abstract

The research aims to understand the significance of using different learning models in virtual teaching, based on practical experience in the “Castilian Writing” course. It presents some of the methodologies used in virtual teaching in the Dominican Republic and emphasizes the conditions required for virtual learning to be effective, as well as the professional standards expected of the e-learning manager to design a quality virtual course. The study employs participant observation, the collection of information from various bibliographic sources related to the research object, dialogue with 160 students of the Castilian Writing course (enrolled in various technological programs at one of the higher education institutions in Santo Domingo”), qualitative analysis, and comparison of the results achieved in their evaluations over three semesters of the 2019-2020 and 2020-2021 academic years. This has allowed the construction of the theoretical and methodological corpus to articulate, understand, and interpret the information. The study concludes that virtual teaching requires the use of different learning-teaching models, which contribute to making the learner the center of the teaching-learning process, developing their critical and reflective thinking, building knowledge, and increasing leadership through collaborative work, aspects that energize and incentivize learning. Additionally, it shows that the demand for virtual teaching in the Dominican Republic has grown due to the potential it offers and the adaptation of current generations to the use of new technologies.

Keywords:
virtuality; learning; teaching; learning models; Spanish Writing