Esta investigación se inscribe dentro del campo de la didáctica universitaria. Surge a partir de la observación de diferentes fenómenos que se conjugan en la Facultad de Derecho en torno a la numerosidad de estudiantes, el ingreso de los ―nativos digitales‖ y el impulso -de la UdelaR en general y de la Facultad de Derecho en particular- respecto a la instrumentación y utilización de la plataforma EVA (Entorno Virtual de Aprendizaje) como apoyo a la enseñanza. Al mismo tiempo, se constata la relativamente escasa investigación referente a los temas de masividad e innovación educativa, así como en resultados de la aplicación de las TIC en situación de alta numerosidad. La metodología seleccionada para el presente estudio es de índole exploratoria, aplicándose técnicas de aproximación cualitativa. Se implementaron tanto la observación participante (espontánea, directa, indirecta, no estructurada y anónima) como una serie de entrevistas en profundidad con el plantel docente al finalizar el curso, con estudiantes del curso usuarios de EVA y con un grupo de estudiantes de la Facultad usuarios de EVA, externos al curso. La observación participante y las entrevistas en profundidad, fueron aplicadas en el marco de un estudio de caso. A los efectos de indagar sobre los componentes didácticos en uso y posibles propuestas, fue objeto de esta tesis un grupo de la materia Filosofía del Derecho, de la carrera de Abogacía de la Facultad de Derecho de la Universidad de la República, cuyo encargado es pionero en la utilización de plataformas educativas. Este grupo seleccionado tiene formato presencial y presentaba promedialmente en el momento del estudio, ciento cincuenta alumnos anotados, un centenar de los cuales concurría habitualmente al aula, lo que conformaba el citado contexto masificado. Entre otros elementos, los docentes de este curso utilizan la plataforma EVA como un apoyo al mismo, para una generación fuertemente informatizada con la cual los docentes se plantean compartir los ―códigos de época‖.

This research falls within the field of university teaching. It emerges from the observation of different phenomena that come together in the Law Faculty regarding the numerosity of students, the “digital natives”, and the impulse of UdelaR in general and the Law Faculty particularly, regarding the implementation and use of the EVA platform (Entorno Virtual de Aprendizaje – Virtual Learning Environment) to support teaching. At the same time, relatively little research on the topics of massiveness and educational innovation are found, as well as results of the application of TIC in numerosity situation. The methodology selected for this study is exploratory, applying qualitative techniques. Both participant observation (spontaneous, direct, indirect , unstructured and anonymous) among a series of in depth-interviews with the teaching staff, students of the course that are EVA users and a group of students from the Faculty which are external to the course but also EVA users, were implemented. Participant observation and in-depth interviews were applied in the context of a case study. In order to investigate the educational components in use and possible proposals, the subject of this thesis was a group of Law Philosophy of Law Faculty, University of the Republic, whose leading professor is a pioneer in the use of educational platforms. This selected group has an attendance format and presented on average at the time of the study, a hundred and fifty students enrolled, and a hundred of which usually attend the classes, which formed the context cited overcrowded . Among other things, teachers in this course use the EVA platform as a support for the course itself, for a strongly computerized generation which arise teachers to share the “time codes”. As a result it is concluded that the platform is a well evaluated tool by teachers and students interviewed. The use that is given by the study group is part of the qualification of participatory courses (repository, with discussion forums and / or tasks, but does not have self-administered assessment). Teachers and students agree that EVA has positive aspects such as easy access to the virtual library, the speed of communication, the centralization of information and unrestricted access to the “articulator” teacher. It is also seen that the platform is being underused. This would be due to the “competition” with other networks (especially Facebook), the propositional inexperience of students, feelings of shame in participating and platform potentials that are not used by teachers and students (unknown issues, fear, inexperience, etc.). It is thought that the analysis of the study group, can provide useful information for the groups that are beginning to use the platform, to support the lectures.