Configuraciones educomunicativas de metodologías activas en LMS universitarios: Educommunicative configurations of active methodologies in university LMS

Carola Aguilera Meza; Melchor Gómez-García

doi:10.33936/cognosis.v11i4.8828

Authors

Carola Aguilera Meza Departamento de Pedagogía. Facultad de Ciencias de la Educación. Universidad Técnica de Manabí, Ecuador. Escuela de Doctorado. Universidad Autónoma de Madrid, España. https://orcid.org/0000-0003-2628-7540
Melchor Gómez-García Departamento de Pedagogía. Facultad de Educación. Universidad Autónoma de Madrid, España. https://orcid.org/0000-0003-3453-218X

DOI:

https://doi.org/10.33936/cognosis.v11i4.8828

Abstract

The expansion of online higher education has increased interest in active methodologies capable of fostering participation, autonomy, and interaction in learning environments mediated by learning management systems (LMS). From an educommunicative perspective, these environments are not merely technological supports, but spaces of pedagogical and communicative mediation where feedback, collaboration, and shared knowledge construction are articulated. This study analyzed recent empirical evidence on the implementation of active methodologies in LMS-mediated online higher education, identifying the strategies used, the educational outcomes reported, thematic, methodological, and contextual gaps, and the educommunicative configurations found in the literature. A systematic review was conducted following PRISMA 2020 guidelines in Scopus and Web of Science, considering publications from 2020 to January 2025. After the identification, screening, eligibility, and inclusion stages, the final corpus comprised 25 empirical studies. Among the studies reviewed, Moodle was the most widely used platform, often combined with digital resources that supported interaction, motivation, and formative assessment. The research primarily reported outcomes related to motivation, learning achievement, student engagement, and academic performance, although findings varied across studies. These differences indicate that the educational contribution of these methodologies is linked to the context, the coherence of instructional design, pedagogical quality, and the intensity of communicative exchanges during their implementation.

KEYWORDS: educommunication; active methodologies; online higher education; learning management systems; gamification; systematic review.

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Educommunicative configurations of active methodologies in university LMS