Virtual Didactics: Empathetic Communication Guided By The Teacher Allowing Knowledge And Learning By The Student

Abstract

Virtuality nowadays becomes opportunities, where teachers present constant challenges in the teaching and learning processes, the influence of digital technologies are preponderant allowing to reduce inequality when building knowledge. In the digital era, the theory of learning is based on connectivity and the teacher's teaching didactics, highlighting that in this postmodernist era we have a digital society that is articulated with the network. The pandemic caused a whole international generation to come to a standstill, but allowed technological advances in education using virtual media, with scenarios converted into teleworking - remote virtuality, generating empathy between teachers and students as both were facing the same situation. This allows this research to be based on a theoretical construct of virtual didactics: empathetic communication guided by the teacher allowing knowledge and learning by the student of the Educational Institutions of Vocational Training in the Santandereana region, supported by the interpretative paradigm, phenomenological method. The collection of the information was obtained by means of interviews, centred on the steps of categorisation, structuring, contrasting and theorisation of Martínez. The findings focused on highlighting the importance of teachers and their role, methodology, techniques and virtual didactics, as well as the importance of digital literacy for teachers to improve their teaching and learning processes.