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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The primary purpose of this investigative work is to analyze the educational skills related to the technological and communicational mediation in higher education practice, as well as the challenges it presents in the configuration and reconfiguration of roles for both teachers and students. Enhancing self- directed learning through digital platforms allows for the observation of this essential complement in motivating both educators and students in the use of these tools for their professional development. One platform was analyzed, allowing for the measurement of the interactions required between educator and learner to achieve meaningful learning, supporting their professional and career development. A descriptive methodology was employed to observe the synchronous and asynchronous meetings between students and teachers. It is important to note that due to the discipline required for self-directed learning, a postgraduate group was selected, as these groups generally have greater financial resources to access stable internet plans, high-capacity mobile devices, or desktop or portable computers. These characteristics are highlighted because, in recent years, such tools have been incorporated not only into the educational sphere but also into the workforce, contributing to the diversification and introduction of remote and distance work.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
