A predictive model aimed to identify if collaborative work contributes to the social construction of knowledge is proposed. The model consists of four components and twelve dimensions, where the social construction of knowledge is composed of three components. In turn, collaborative work is based on the student’s subjective perception with respect to the execution of the activity. For data collection purposes, a questionnaire was applied to students of Artificial Intelligence in the University Technical Particular of Loja Open Modality. The model showed that collaborative work accounts for 56.7% of social construction of knowledge, illustrating two fundamental aspects of collaborative work: a) communication fluency and b) teacher assistance. The contribution of the study lies on the area of social construction of knowledge in online environments, which can be replicated in other types of environments (face-to-face, multimodal, b-learning, m-learning).

This article describes the methodology for the development of Learning Object (OA) in 3D for the application (app) of Augmented Reality (AR) “Virtopsia” in Legal Medicine, and shows the results of the level of acceptance of Law students. The implementation of the app in the classroom was part of Kolb’s experiential learning cycle, taking into account that the use of technology alone does not generate significant learning. In order to analyze the criterion and perception, an instrument of evaluation was applied to the student of distance modality of the Universidad Técnica Particular de Loja of the subject of “Legal Medicine” in the following areas: 1) content, 2) usability, through the use of of “Virtopsia” with RA. The results show a high acceptance by the students and show that the application represented a support in the teaching-learning process. In the future, this research will be complemented by a study of the impact of the experiential learning cycle on these practices. © 2019, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.

Currently the use and appropriation of Information and Communication Technologies (ICT) in higher education has led to the emergence of new learning trends that encourage students to practice and experiment thus confronting theory with practice. In the present work, the methodology that was used for the implementation of a Remote Laboratory (LR) in open and distance programs is exposed, in order to provide students with an alternative to perform their experimental practices, which is accessed remotely from anywhere. Likewise, the results obtained are presented regarding the student’s perception of the functionality of the system and the strategy used to execute the simple pendulum practice. © 2019, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.