Group dynamics to strengthen student interaction and participation in virtual classes

Abstract

Introduction: This research focuses on improving student interaction and participation in virtual classes through group dynamics. The study addresses the problem of low student participation in virtual environments, identifying group dynamics as a key strategy to encourage greater interaction. The main objective is to evaluate the effectiveness and impact of implementing technology-supported group dynamics on student interaction and participation in virtual classes. Materials and methods: The methodology used combined quantitative and qualitative approaches, collecting data from teacher surveys and direct observations of a group of students. The research design is quasi-experimental, where an experimental and control group were defined to verify whether there are significant changes in student participation and interaction. Results: The results reveal that the implementation of group dynamics increases active student participation and improves the quality of interactions, contributing to a more collaborative learning environment. Discussion: The interaction between teacher-student and student-student has improved. The dynamic has benefited from the creation of an environment of trust, where students feel free to contribute their ideas without judgment, seeking a collaborative solution when faced with conflicts. Conclusions: It is concluded that group dynamics are an effective tool for strengthening student participation in virtual education contexts. Their inclusion in pedagogical plans is recommended to optimize the teaching-learning process.