Active learning methodologies in virtual higher education: a bibliographic analysis

Abstract

The expansion of virtual higher education has revealed the limitations of models focused on content transmission, requiring active methodologies that increase participation and skills development in digital environments. This article analyzes the active methodologies used in online higher education, their approaches, benefits, and challenges reported in recent literature. A qualitative literature review was conducted of thirty-two articles published between 2019 and 2025 in academic databases, selected for their thematic relevance, open access, and focus on higher education. The information was systematized using a documentary matrix that allowed for the identification of methodologies such as project-based learning, flipped classroom, gamification, virtual simulation, and collaborative learning. The findings indicate that, mediated by digital technologies, these methodologies promote active participation, knowledge construction, and the development of cognitive and digital skills. Challenges remain related to teacher training, institutional support, the technological infrastructure gap, and the limited incorporation of assessments consistent with active learning. The study offers an updated synthesis to guide pedagogical decisions in the virtual university.