This article reflects on the recent changes in learning formats that have amplified the educational system. As an example, the new training necessities derived from the COVID-19 that question the traditional teaching model. The aim of this article is to analyze the growing development of digital platforms and the birth of e-teaching, in order to reflect the importance of tutoring and student follow-up. It is found that their effectiveness rely on increasing the possibilities to handle information from the Internet, but this access does not guarantee learning. The key is the people who manage them and their ability to communicate, as this is what transforms data into education. On the premise from which teaching is communicating, learning is analyzed from the semiology, neurology, emotions, and motivation, with the purpose of defining how to humanize these virtual environments. In this way, we can conclude that learning in the digital ecosystem requires a prudent and strategic use of technological tools and language. This management has to produce a type of teaching that enables the learner to be a lifelong learner, that is, to be able to reconstruct and dismantle what has been learned in order to reconfigure new learning.
