ABSTRACT

Distance education is becoming a common strategy in higher education and therefore, it is

having a great impact inside the learning environments since the global pandemic. This paper is

a call for the 21st-century educators to apply the use of digital tools within the virtual classroom

so that learners achieve the skills and abilities required in a liquid society where information

runs through the network and is delivered to users as fast as possible. MOOCs are helping

virtual instructors to include citizens from all the hidden areas of the countries that are using it.

La educación a distancia se está convirtiendo en una estrategia común en la educación

superior y, por lo tanto, está teniendo un gran impacto en los entornos de aprendizaje desde la

pandemia global. Este artículo hace un llamado a los educadores del siglo XXI para que

dar seguimiento al proceso de aprendizaje de los estudiantes. Este ensayo analiza los posibles

riesgos de la realidad virtual, como la deshonestidad académica (DA), en una sociedad donde

los estudiantes se centran en entregar sus tareas solo para obtener una buena calificación, en

lugar de adquirir las competencias que las actividades de seguimiento diseñadas por el tutor

pretenden desarrollar.

Palabras clave: Educación a distancia; MOOC; Sistemas de gestión del aprendizaje;

Educación virtual; Herramientas digitales; Deshonestidad académica.

Courses (MOOCs). They are massive because of the number of students that participate and

open since they have no prerequisites for enrollment and offer certificate (Mata Fernndez,

2023). Furthermore, they were created to innovate traditional education now that they permit

learners to participate in high-quality courses (Al-Rahmi et al., 2018 cited in Zou, Kuek, Feng &

Cheng, 2025, p. 3).

declare that “when COVID-19 forced a lock-down in many countries, MOOCs were used to train

teachers for the sudden transition to online learning” (p. 2). In the same order Mata Fernndez

(2023) says that “we want to learn, but we want to do it the fastest and most efficiently, whether

to reinforce university studies, stay updated, aspire to a better job, or acquire new life skills” (p.

century. Vergara, Lampropoulos, Antón-Sancho & Fernández-Arias (2024) state that “the

versatility and adaptability of Learning Management Systems (LMS) make them ideal for a

variety of educational scenarios” (p. 2). Nowadays we see how the new learners are the ones

who make use of a variety of technological devices without any hesitation.

from home. In Colombia, for instance, some public schools went back to the traditional distance

education and sent in lots of workshops and homework through students’ email accounts

without accurate and clear instructional design. Other schools with higher budget had been

used to applying these platforms in their lesson plans even before the lock-down. The LMS are

platforms such as Blackboard, Moodle, and WebCT that provide learning environments and

help educators to keep track of students’ progress (Zou, et al., 2025, p. 3).

and user-friendly to effectively support the academic endeavours” (p. 2). Alternatively, Ahmed,

El Sabagh & Elbourhamy (2025) debate that “many students do not use LMS platforms

effectively, preferring to engage in activities outside these systems” (p. 2). Many educators

understood that by using these systems in the right way, they would get the attention and

engagement expected in a virtual learning environment.

Nonetheless, not all of them include this new educational trend due to the lack of updating in the

with lack of facilities for education are allowed to access information which builds their

knowledge. To define VR, it is crucial to mention Vargas-Hernández, Robledo & Rojas Quiceno

(2024) as they present it as a method which “allows access to courses and educational material

at any time and place” (p. 2). The good news is that the role of educators and learners is being

transformed and modified by using tools that contribute to implementation of the connectivism

and constructivism approach. Educators are being turned into facilitators leading learners to the

building of their own knowledge. This means they need to have technological skills that fulfil

students’ requirements for the world we live in today.

advanced technologies, including AI and VR, into educational methodologies is interesting for

meeting the diverse needs of modern learners” (p. 4). For improving this motivation to learn, it is

ideal to use a student-centered approach since Khoury (2022) cited in Kerimbayev, Umirzakova,

Shadiev & Jotsov (2023) explains that “the student-centered approach has a positive impact on

student motivation, active engagement and improved learning outcomes, especially in online

and distance learning settings” (p. 2). Distance Education (DE) refers to the absence of

traditional classrooms where asynchronous learning models have garnered attention for their

flexibility and ability to cater to diverse learner needs (Kizilcec et al., 2017 cited in Roa

González, Sánchez Sánchez, Seoane Pujol & Díaz Palencia, 2025, p. 4).

to build their knowledge at their own pace. In this way, the learning process is endured and

important skills for the liquid society we live in. The classroom for virtual learners and educators

becomes a place where digital resources play a fundamental role in the development of skills

that bring the best out of students who belong to the new era where solution to different

problems can be approached by working in team.

so few people made use of it. No one knew it would be the essential tool 20 years later when

the whole planet went through a global pandemic. Ignacio et al. (2022) cited in Zou et al. (2025)

declare that “the importance of digital learning has been particularly highlighted by the global

COVID-19 pandemic, which necessitated an abrupt shift from face-to-face instruction to remote

learning” (p. 2).

us are not quite ready yet for using technological tools that enhance the way we teach and

learn. The fact that a lot of public schools had to close due to the lack of digital resources was

devastating back then. Schools should never forget the time when educators were sent home

because they were shut, and the lessons had to be virtual. Some educators went home with a

Development (TD) which is related to professional development programs that improve teachers

to engage with and apply materials to fit their teaching contexts (Garay Abad & Hattie, 2025, p.

8). Most of the students were not used to doing activities on their own. In fact, activity guides

and evaluations rubrics were not something common inside the learning environments. As a

result, instructions were not given as clearly as they were supposed to be. Instead, students

were at home, and every time they got connected, they felt overwhelmed because the teachers

continued to do the same as though they were delivering face-to- face education.

We realized then the importance of professional development and the influence of the

instructional practices whiting the virtual classrooms. As it is explained by Garay Abad & Hattie

(2025), “classroom confidence refers to teachers’ perceived sense of preparedness,

effectiveness, and self-assurance in using instructional materials to support their teaching” (p.

8). However, this was not what the students felt. They saw teachers confused giving lessons in

an environment they were not familiar with. That is when it was found out how students were

ahead of teachers in the use of technological devices, so it was not motivating enough.

instructional design due to the fact that they got used to understanding by themselves the

activity guides designed by the professors when they were in the university, so they did the

same for their teaching task. Whereas other colleagues struggled when planning their lessons.

This is the reason why Garay Abad & Hattie (2025), argue that “the impact of instructional

design is highest for trainees and decreases slightly as teachers become more experienced” (p.

virtual classrooms, and educational software, have made learning more flexible and accessible”

(p. 2).

(DL) which has become “a cornerstone of modern education” (Hemajothi and Kumar Jain, 2022

cited in Zou et al., 2025) as well as “the integration of technology into the curriculum” (Sahin et

al., 2022; Vachkova et al., 2022 cited in Zou et al., 2025). DL brings the interaction of the

learner with different virtual platforms which end up providing meaningful experiences while

building personal knowledge. For Hemajothi and Kumar Jain (2022) cited in Zou et al. (2025) DL

is “characterized by the integration of information and communication technologies (ICT) into

educational practices” (p. 1). The digital tools must be adequate so that the learning process

becomes something permanent that allows students to develop autonomy.

the very beginning of this current century. Zou et al. (2025) explain that “LMS facilitate

communication between instructors and learners” (p. 3). Nevertheless, in countries like

Colombia there is still a digital gap now that few people have access to these resources.

Another relevant implementation has been the use of MOOCs, which facilitates permanent

learning. According to Rulinawaty et al. (2023) cited in Zou et al. (2025), “MOOCs have also

been instrumental in promoting lifelong learning, allowing individuals to acquire new skills and

knowledge throughout their lives” (p. 4). It is imperative that these digital strategies be applied to

redefining the theoretical and methodological foundations of assessment” (p. 1). The rubrics

along with the activity guides have got to be designed in a clear way so that learners know for

sure the tasks they will perform and the abilities they are expected to acquire. This is the reason

why Levy-Feldman (2025) claims that “learning, teaching, and assessment are interconnected

components of the educational process, forming a fundamental triad” (p. 1). Formative

assessment recommended by Levy-Feldman (2025), brings the correct evaluation providing that

it gives students accurate feedback. Hence, it improves not only learning but also teaching.

Gamification also plays an outstanding role in DE since it brings out the best of learners.

Important skills such as collaborative learning and digital learning are an essential part of the

modern world. However, it should be applied responsibly so there is not a wrong use of the

Huang, C. L., Shao, X., Wu, C. & Yang, S. C. (2025). Navigating the digital learning landscape:

Roa González, J., Sánchez Sánchez, N., Seoane Pujol, I. & Díaz Palencia, J. L. (2025)

Kerimbayev N., Umirzakova Z., Shadiev R. & Jotsov V. (2023). A student-centered approach

McDonnell, M. & Tantong, K. (2023). The evolution of academic dishonesty: a review of the

Ramírez Ruiz, J. J., Vargas Sanchez, A. D. & Boude Figueredo O. R. (2024). Impact of

Roa González, J., Sánchez Sánchez, N., Seoane Pujol, I. & Díaz Palencia, J. L. (2025).

Samaranayake, N. (2024). Navigating the Moral Prospect: Ethical Consideration in the Digital

Sharma, R. C. & Panja, S. K. (2025). Addressing Academic Dishonesty in Higher Education: A

Saykili, A. (2018). Distance education: Definitions, generations, key concepts and future