The teaching-learning of the law through an institutional virtual platform: Incipient findings of the constructivism of Piaget, Vygotsky and Ausubel according to the perceptions of the informants

Abstract

The purpose of this paper is to present the research findings regarding possible signs of constructivist characteristics of the approaches of Jean Piaget, Lev Vygotsky and David Ausubel in the teaching-learning process of law students from a Mexican university, when taking subjects in the distance mode through the Virtual Campus of the institution. The foregoing according to the perceptions of the students who participated in the research as informants. The article includes a preliminary approach regarding the way in which the teaching-learning mediated by this virtual platform could favor the self-construction of the knowledge of Law in the students of the Universidad Autónoma de Ciudad Juárez (UACJ). Herein lies the need to delve deeper into the subject in future inquiry processes. The findings presented are derived from a broader investigation in which a qualitative methodology was used and the law, teaching-learning processes and digital culture were related. Among other conclusions, mention is made of the relevance of promoting constructivist educational practices that promote a more self-managed learning of law in the institutional environment where the research was developed, given the validity of a traditional teaching paradigm of law in Latin America.