Coaching for teachers on the effective use of the virtual platform as an educational tool

Abstract

This action-research aimed to delve into the behavior of teachers when delivering their courses through the virtual platform Moodle. The analysis highlighted the need for a deeper observation of the working methodology on the platform among teachers from different faculties and their use of the resources offered by the tool. This not only involves the use of the virtual classrooms themselves, but also the training that the teachers have in managing virtual platforms.

Coaching methodology was used to provide individualized support to teachers and encourage their participation in the research. Additionally, direct observations of teaching practices on the platform were conducted, and their competence in using the resources available in Moodle was assessed.

As at results, the barriers that hindered the effective integration of the virtual platform into the teaching process were identified; also, the training and development needs of teachers was recognizing, and implementing personalized solutions for each case. Furthermore, there was a significant improvement in the quality of online teaching, with increased participation and engagement of teachers in integrating the virtual platform into their teaching process. Greater utilization of resources available in Moodle and increased confidence in using technological tools for teaching were also evident.