Research skills in virtual learning environments at the undergraduate level: a systematic review

Abstract

The main purpose of this study is to identify the current state of research on investigative skills (IS) in virtual learning environments (VLEs) at the undergraduate level. The research was conducted using a qualitative and interpretative documentary design, which determined the procedure for selecting, accessing and recording the documentary sample. To select the documents, a search was carried out on Google Scholar, as well as in various academic databases and indexed repositories (Dialnet, Latindex, Redalyc and Scielo) in the period 2019-2024. The method used was qualitative, based on documentary analysis through systematic review proposed by the PRISMA statement. The main results show that HI can be developed through the use of AVEs, mainly on the Moodle platform, and that the predominant epistemological perspective in the studies analysed is positivist. Social constructivism and connectivism stand out as the most frequent theoretical foundations. These findings underscore the importance of integrating VLEs into research training, demonstrating that virtual platforms such as Moodle enable students to collaboratively develop research tools, analyse data, write scientific documents, learn citation rules, critically analyse scientific articles and present results in forums, chats and videoconferences, in the context of online courses or distance learning.