Abstract

Universities around the world use virtual environments in their pedagogical practices. However, at the local level, experiences are still scarce. This paper is framed in a broader multimethod research line about blended learning. In this paper we analyze the narratives of ten teachers from Rosario, Argentina, when they started pedagogical designs using virtual environments as an extension of their traditional classrooms. The study's aim was understanding how they approach to the use of these ICT at university level. It was analyzed teaching trajectories, previous experiences with virtual environments, ideas of innovation, expectations and expected difficulties. The results showed varied trajectories but started early, previous experiences with difficulties, innovation concepts associated with perseverance in the study, and technical difficulties of implementation. The results are discussed from the local university context.