Virtual Forum: Communicative Competences Contextualization Strategy

Abstract

In the framework of university social responsibility —where each actor must take on the corresponding commitment for quality education that comprehensively educates its students— faculty work in its role as facilitator is focused on development of graduate’s profile, integrated by competences. The purpose of this paper is to determine the virtual forum as a contextualization strategy for communicative competences at high school level. Theoretical foundation of competence comprises conceptualization and contextualization of skills; learning and its internalization in interactive social processes; and communication process and its identification in the virtual forum. With a qualitative approach, a descriptive scope, a non-experimental design and using content analysis techniques, we study communication and symbolic meaning of messages in a virtual forum of symmetrical relations, asynchronous, closed and operated on the Nexus platform of UANL, as part of a teaching sequence, and implemented to achieve metacognition. For content analysis, messages were categorized into knowledge, skills and attitudes that make up the concept of competence and which are evident in the forum’s activity.