Active methodologies for virtual education: three approaches applied in university training processes

Abstract

The rapid pace of technological advancement has profoundly transformed numerous social spheres, including education, which is responding to these demands through the increasing integration of digital tools. The widespread adoption of the internet, easier access to technological devices, and the proliferation of online resources have modified academic training processes. In recent decades, education has undergone remarkable changes by adopting modalities that combine face-to-face and virtual learning, in which active student participation is fundamental. In this context, the implementation of active virtual learning methodologies is proposed to enhance the teaching-learning process for university students. This work aims to evaluate the use of three specific active methodologies in undergraduate training within the Bachelor of Science in Computer Science program: collaborative learning, case studies, and project-based learning. The experience of applying collaborative learning, case studies, and problem-based learning (PBL) in the online education of the Bachelor's Degree in Computer Science Education demonstrated that each methodology offers complementary benefits to the teaching and learning process. Collaborative learning strengthened interaction, teamwork, and the joint development of educational resources; case studies enhanced critical thinking, decision-making, and attention to cognitive diversity; while PBL promoted autonomy, creativity, and the integration of advanced technological skills. Together, these methodologies increased student motivation, active participation, and professional preparedness, demonstrating that their combined application constitutes a significant and strategic contribution to online teaching in this program.