Teaching strategies to promote academic research in virtual classrooms

Abstract

To analyze the relationship between active teaching strategies and the development of research skills in students at private universities in Lima who are taking courses in virtual environments. This is a quantitative research approach, descriptive-correlational in scope, with a non-experimental cross-sectional design. The sample was developed by 96 students from private universities in Lima, selected through stratified probability sampling. A 32-question questionnaire was conducted, obtaining a reliability level of α = 0.89. Descriptive and inferential statistical tests were used (Pearson reciprocity and multiple regression). A positive and significant assessment was found in the use of active tactics and the development of research skills (r = 0.72; p < 0.001). The most relevant tactics are problem-based learning and the use of rubrics in research. Discussion: The results found are consistent with previous research, which emphasizes the effectiveness of active methodologies in virtual environments. However, gaps in teacher training for the systematic application of these tactics were revealed. Active tactics significantly influence academic research in virtual classrooms, making it necessary to strengthen teachers' pedagogical training. This research contributes empirical evidence on the correlation between virtual tactics and research training, developing a formative mediation model for private universities.