Recently, there has been an increase in the number of papers regarding the integration of real-world experiences into academic programs by stimulating interactions between students and teachers. Consequently, universities are designing experiential learning programs and courses focused on teaching students how to create value from these experiences and knowledge.

However, literature review and pilot surveys collected from higher education institutions in Chile suggest that there are few universities with practices and policies directed to describe these experiences on undergraduate students. This work aims to show the impact on involvement in understanding certain experiences in higher education, and its purpose is two-fold: (1) to identify the nature and extent of the interactions between students and teachers, and (2) to evaluate the effects of these interactions on student’s involvement.

This study refers to a virtual course offered at a university in Chile to explore the relationship between teachers' and students’ online interaction behaviors and involvement. This research employs the analysis of interactions within the virtual classes, and we describe the Teaching Through Interactions (TTI) framework for understanding and improving involvement in the classroom, hypothesizing that student involvement emerges and develops in the context of interactions with teachers and students. Based on a case study, a questionnaire was applied to students and teachers regarding involvement, and they were invited to record their experiences and interactions. Additionally, this paper describes the results of interviews to gain insights into students’ learning experiences. The observation and analysis of these interactions between students and professors reveals that students prefer conducive environments, frequent checking on their progress and satisfaction in the classroom. It also provides evidence into academic practices at universities and points out some recommendations in virtual communication to improve professors' and students’ interaction behaviors and experiences.

This study focuses on an applied perspective on learning interactions as a tool for the creation and transmission of knowledge in the classroom and stimulating involvement, due to its flexibility and facility of design in a virtual environment.

Keywords: Teaching, learning, experiential learning, Higher Education, Chile.