TEACHER MEDIATION IN VIRTUAL LEARNING ENVIRONMENTS IN HIGHER EDUCATION: CONTRIBUTIONS AND CHALLENGES OF E-LEARNING

Abstract

Advances in Digital Information and Communication Technologies have transformed teaching and learning methods in higher education, expanding the use of Virtual Learning Environments (VLEs) grounded in e-learning principles. In VLEs, learning depends not only on available resources but also on how the instructor organizes interactions and monitors students' progress. This exploratory bibliographic study aimed to analyze how instructor mediation in VLEs can foster meaningful and collaborative learning in higher education, identifying—based on scientific literature—its contributions to and challenges for teaching and learning processes. The theoretical framework comprised classic works and studies published between 2020 and 2026. The literature analysis revealed that the mere availability of technological resources does not guarantee knowledge construction. Results indicate that pedagogical mediation—supported by planning, the organization of interactions, and the instructors' pedagogical and technological training—is crucial for promoting meaningful and collaborative learning. The study concludes that, in e-learning, technology serves as a means to enhance learning, with the instructor responsible for organizing intentional, collaborative educational experiences guided by pedagogical objectives.