Impact of the constructivist learning model on the interpretation of knowledge in a virtual industrial automation course

The crisis in higher education in Peru caused by Covid-19 generated the adoption of virtual education, where the use of Moodle platforms for course design was the most used learning management system, which is based on the learning philosophy of social constructivism. However, through a descriptive-transversal research, it was necessary to evaluate this new learning model, applying the COLLES survey with the objective of identifying the effect of this constructivist model of learning through the Moodle platform, on the acquisition of the knowledge in an industrial automation course. The statistical processing of the data was carried out through exploratory factor analysis using the IBM-SPSS statistical program and modeling with PLS-SEM that was achieved with the SmartPLS program. As a result, it was obtained that the Tutor Support variable was the only one among those that make up the survey, which has a significant impact on the interpretation of knowledge in the context of a virtual course. Therefore, it can be concluded that in a virtual educational environment, the support of the tutor is key for students to optimally internalize the knowledge acquired during the course.