teachers enrolled from its different campus as well as from its mid-high education system and its Virtual University System. A participant campus in such MOOC was CUCEA (Spanish acronym for «Centro Universitario de Ciencias Económico-Administrativas»), and the course duration was from June 4 th till July 16 th , 2020.On the other hand, responsiveness in UDG's Virtual University System during the spring semester 2020, as part of Covid-19's contingency, has proved immediacy, because most curriculum subjects were attended through blended educational modalities. During the semester's beginning, alumni were attending face-to-face instruction; later on, curriculum subjects were continued online. Among the site platforms, there were used: Moodle, G-Classroom, Sakai, mobile social media (WhatsApp), and a social networking site named 'MiSUV', among others.Regarding the courseware, the author [2] stated that for 'module 1' the ultimate learning models were analyzed by testing their most relevant didactic features. Thus, new models emerging in the use of technology and didactic learning techniques. Finally, a summary of which elements and features are taken into account when designing new systems for responding to current and future needs.

Se espera que estos trabajos sean de utilidad para otros investigadores que abordan temas relacionados, y a su vez, para que el público general pueda identificar las situaciones que se presentaron durante la pandemia y conocer propuestas al respecto.

Se espera que estos trabajos sean de utilidad para otros investigadores que abordan temas relacionados, y a su vez, para que el público general pueda identificar las situaciones que se presentaron durante la pandemia y conocer propuestas al respecto.

A virtual learning environment is conceived as an interaction space that ease the realization of mediated activities by technology, in this case the internet; besides using multimedia materials, learning objects, social networks, among others; which have changed imminently the traditional education. In this article an instrument is proposed in a checklist format, to evaluate any platform that has interaction spaces such as a Virtual Learning Environment, in this case responding to four spaces or general indicators: information Space, Mediation / Interaction Space, Instructional Design Space and Exhibition Space. Criteria are used according to the interactions and activities carried out by the consultant and virtual student. These, in turn, come up from the analysis and interaction of the advisers achieved in the discussion forums and portfolio activities through collaborative work. It was situated as a qualitative research, with a descriptive nature since it is not limited to data collection only, but also it refers and analyzes the interaction of the advisers achieved in the discussion forums and portfolio activities through the collaborative work of the workshop course "Virtual Learning Environments" developed in a virtual learning environment.

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