VIRTUAL LEARNING ENVIRONMENTS: VARIABLES THAT AFFECT THE PEDAGOGICAL PRACTICES OF ELEMENTARY SCHOOL TEACHERS IN THE CHILEAN CONTEXT

The spread of the COVID-19 virus brought diverse consequences of a social, political, economic and cultural nature. Faced with the emergency, the governments of different countries, including Chile, were forced to close schools and transport educational processes to virtual learning environments. This article summarizes the qualitative research based on semi-structured interviews with six teachers, with the objective of knowing, analyzing and understanding teaching and evaluation practices, inquiring into the factors that directly or indirectly affect them. The results showed that personal characteristics, knowledge, conceptions and perceptions about different educational dimensions directly influence the practices and platforms used in distance learning. In parallel, the context of the students and the policies of each school, appear as factors that intervene in pedagogical practices in virtual environments.