Reengineering of university teaching staff qualification processes in virtual learning environments through the Moodle platform

Abstract

Human beings evolve learning processes, especially those related to teaching and learning, by constantly adapting, evaluating and learning. Today, the information society and the intensive use of Information and Communication Technologies (ICT) facilitate the creation, distribution and processing of digital information, directly benefiting higher education institutions. The following study addressed the process of re-engineering to train teachers in Moodle environments and thus optimize Virtual Learning Environments (VLEs) in the university system. Under a pragmatic paradigm and a design-based research methodology, the data was analyzed, revealing the opportunity to generate communication and technological skills and the importance of the pedagogical component for teachers in training. This led to the consolidation of the redesign of planned activities to improve technological adaptation and incorporation through the learning management system on the educational platform, optimizing the transition of teachers to virtual learning in the university system. The article is the result of the project Gamification: Innovative strategies to promote meaningful learning through Challenge-Based Learning in higher education, focused on teacher training, empirical evidence on the use of active methodologies, and the promotion of pedagogical and technological innovation to qualify teachers, improve educational quality, and reduce gaps in virtual higher education environments.