Education has been understood as a system, where the teaching-learning process and ethical values are necessarily articulated. This study identifies some key actions to consider in learning designs that are sensitive to important ethical issues in virtual learning environments. The Delphi methodology was applied with two rounds and a survey with three query categories. A group of ten experts agreed on the three proposed categories: instructional design, tutorial action and evaluation, which allowed analyzing the ethical behavior of students and teachers. The two rounds made it possible to obtain the required consensus on most of the proposed actions. However, other activities obtained a weighted percentage that allowed to establish some reflections on shortcomings and at the same time suggestions in the interaction of learning in a virtual environment. As a necessity to support an honest and comprehensive education, the opinions of the experts were accepted to guide a new lease on virtual education. It is inferred that the interactions among students and teachers in a virtual learning environment do not respond exclusively to digital and didactic strategies. It is also required to assume the ethical experience inherent in those interactions.