CONICET | Buscador de Institutos y Recursos Humanos

Virtual environment interaction has been studied from different theoretical-methodological approaches. The purpose of this paper is to describe written texts characteristics of a blended delivered course and to analyze six theoretical systems contrasting them with data. The collected data was composed by all the texts written in Moodle by the teacher in an annual course. The variables were set up from six approaches (coding systems): (a)- Communities of inquiry; (b)- Teaching assistance dimensions; (c)- Macro and micro-scripting; (d)- Twelve ways of teaching; (e)- Rethinking the class; and (f)- Observation record. Reliability and multivariable analyses were performed. Results showed different consistency of approaches contrasting them with data. Texts analyzed revealed how interaction took place and showed pedagogical issues underlying the didactic proposals. Associations among variables categories produced three typical groups of texts related with the different variables from theoretical-methodological coding systems used: Cluster 1 gathered general instructions; Cluster 2 illustrated the virtual environment usage as repository; and Cluster 3 represented the tutorial interactivity. Future studies should deep in the approaches exposed contrasting them with new data to get a better understanding of sociocognitive interaction among students and teachers in blended learning delivered courses.