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dc.contributor.authorMuñoz Carril, Pablo César
dc.contributor.authorGonzález Sanmamed, Mercedes
dc.contributor.authorHernández Sellés, Nuria
dc.date.accessioned2019-06-21T08:15:58Z
dc.date.available2019-06-21T08:15:58Z
dc.date.issued2013
dc.identifier.citationMuñoz Carril, P. C., González Sanmamed, M., & Hernández Sellés, N. (2013). Pedagogical roles and competencies of university teachers practicing in the e-learning environment. The International Review of Research in Open and Distributed Learning, 14(3), 462-487. https://doi.org/10.19173/irrodl.v14i3.1477
dc.identifier.issn1492-3831
dc.identifier.urihttp://hdl.handle.net/10347/18957
dc.description.abstractIdentifying the roles and competencies of faculty performing in virtual environments is crucial to higher education institutions in order to build a common frame for teaching and training initiatives. One of the goals of this study is to identify and systematize faculty’s roles through a review of the most representative surveys. There has also been an effort to identify competencies associated to every role, with an emphasis on those of the pedagogical scope, by means of a focus group. Furthermore, a cross-sectional survey with 166 faculty participants has been conducted in order to identify faculty’s level of proficiency on the pedagogical competencies and the interest in training programs. Teacher perceptions on both these aspects constitutes a relevant reference for the design of faculty training programs. Results reveal that content drafting is the aspect in which the subjects declare the highest level of proficiency as opposed to assessment. Faculty also appear to be willing to improve their training, being aware of the changes and requirements entailed by e-learning
dc.language.isoeng
dc.publisherAthabasca University Press
dc.rightsCopyright © 2013 Author(s). This work was published by IRRODL under a Creative Commons license Attribution International 4.0 License
dc.rightsAtribución 4.0 Internacional
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectOnline teaching
dc.subjectOnline teacher roles
dc.subjectCompetencies
dc.subjectPedagogical competencies
dc.subjectInterests in training
dc.titlePedagogical roles and competencies of university teachers practicing in the e-learning environment
dc.typeinfo:eu-repo/semantics/article
dc.identifier.DOI10.19173/irrodl.v14i3.1477
dc.relation.publisherversionhttps://doi.org/10.19173/irrodl.v14i3.1477
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.contributor.affiliationUniversidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
dc.description.peerreviewedSI


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Copyright © 2013 Author(s). This work was published by IRRODL under a Creative Commons license Attribution International 4.0 License
Except where otherwise noted, this item's license is described as  Copyright © 2013 Author(s). This work was published by IRRODL under a Creative Commons license Attribution International 4.0 License





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