The synchronous virtual classrooms (AVS) are teaching and learning spaces that use information technology and communication to share in real time video and audio, documents, chats, whiteboards, desktop application sharing, etc., to develop a formative experience. As occurs in the classroom teaching, make possible a direct visual contact in the classroom, but without a physical presence in the same space of teachers and students.

In the study presented here, integrate in a institutional research project called "Didactic-pedagogical, methodological and  technological modeling implementation of virtual classrooms at Extremadura University", we describe the results of the evaluation of the implementation of AVS in a pilot sample at University of Extremadura. Developed a questionnaire to assess these new aspects of teaching and learning environments, specifically the methodological aspects of the teaching, the communication and the technology of AVS.

The theoretical and empirical foundation  is related to studies of learning management platforms (Management System Platform), of Russell (2009), Winter et al. (2010), Shivetts (2011), Hung (2012); the studies about the Personal Learning Environments (PLE) of Johnson & Liber (2008) and Dabbagh & Kitsantas (2012); also the  studies on interaction in virtual spaces of Alonso and  Blázquez (2009).

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