Active Learning in Virtual Environments in Higher Education: Pedagogical Strategies, Teaching Challenges and Perspectives

Abstract

Active learning is becoming increasingly important given the rapid technological changes that the world is facing. Teachers must be aware of this reality and adopt active methodologies that allow students to interact more with their learning process. In other words, the role of the teacher becomes a mediator between the knowledge and learning of their students, offering them active learning tools and methods supported by information and communication technologies. The COVID-19 pandemic has generated many challenges and opportunities that, to date, are reflected in the way higher education institutions teach. This study examines the implementation of active learning in virtual environments within higher education, focusing on teachers’ perceptions. For this purpose, the participation of teachers from the Systems Engineering program at the University of Córdoba, Colombia, was counted. A quantitative and cross-sectional approach was employed, whereby faculty members were administered a Likert-scale questionnaire to assess the use of e-learning tools in four dimensions (frequency, importance, difficulty, and satisfaction). Key findings revealed a strong theoretical appreciation of active learning strategies, particularly collaborative work, but revealed practical gaps in their adoption. While basic tools such as forums and quizzes are frequently used with high satisfaction, advanced strategies such as gamification and simulations have limited adoption owing to insufficient training and resources. This study underscores the need for institutional investment in faculty training, intuitive technological infrastructure, and policies that incentivize pedagogical innovation. These measures are critical for closing the gap between pedagogical intent and practical execution and ensuring equitable and effective active learning in higher education.