Digital competence is a key question for learning and teaching in new training scenarios. One component of digital competence training is managing VSC for learning purposes. On this paper it is covered university teachers’ valuations and expectations for using VSC in their lecturers after receiving specific training on that. Also their desires, fears and worries are described by using SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis. Afterwards results are categorized and analyzed with software for qualitative purposes (NVivo 9) within ethnomethodology research method. Finally teachers’ characteristics and skills needed for Virtual Synchronous Classrooms were identified.

Our research group is working in the development of teaching methodologies for using virtual synchronous scenarios in Education. We train university teachers and students when using VSC tools. In our training sessions, developed in VSC, different pedagogical teaching experiences are monitored, gathering different data. With this objective, we review the fulfillment of teaching program and the necessary adjustments made in real time, given the permanent growth of these tools and scenarios.

Studies based on teaching methods on Synchronous Virtual Environments are already limited, although interactive multimedia systems have been growing in demand (Granda Candás, 2008). Whereas other studies noticed that using videoconference in permanent training allows more interactions and interactivity among participants and therefore it gives more opportunities to foster training issues.

Hence, according Skylar (2009) and Falloon (2011) this tool is complementary to LMS (Learning Management Systems), underlying its potential and students’ satisfaction when got involved in a synchronous videoconference online course. Moreover, Cunningham, Beers, & Holmsten (2010)’ study in teaching English through VSC shows how learning can be highly hampered by technological problems, fundamentally sound, something that, at the same time, underlines Barroso (2007). Meanwhile, Baruch, Yossi and Rachel (2008), affirm synchronous learning brings notable benefits regarding students’ satisfaction. Fallery, Gerbaix and Ologeanu (2008) indicate the need of an initial training session to inform about the use of this tool. Kitchen Burton (2011) have experienced different software that can be applied in VSC, considering Chia et al. (2012) deepen into the influence caused by these environments to develop research seminars (in doctoral course programmes); Genevieve and Bratt (2009) and Kear et al. (2012) apply it to coaching, getting positive results in relation to the possibilities of these environments for learning. Even though, no previous research either analysis about pedagogical and methodological criteria for teaching in VSC was found.

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