Pedagogical skills and teaching role in virtual learning communities

Abstract

This paper is the result of a research whose objective was to investigate the pedagogical skills to be developed by teachers working with information technology and, in particular, the functions of a teacher in a Virtual Learning Community (VLC). This is a case study with a qualitative approach which observed the discursive strategies used by the teacher and the students along the joint activity in a virtual classroom from a regular course of the Universitat Oberta of Catalunya (UOC).