Evaluación de la modalidad de interacción de la tutoría y los efectos en logro académico en entornos en línea

Moreno Almazán, Omar . (2015) Evaluación de la modalidad de interacción de la tutoría y los efectos en logro académico en entornos en línea. RIED: Revista Iberoamericana de Educación a Distancia, vol. 18, n.1, 2015, p. 231-255. ISSN: 1138-2783, EISSN: 1390-3306

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Título Evaluación de la modalidad de interacción de la tutoría y los efectos en logro académico en entornos en línea
Título paralelo An evaluation of the interactive modality of tutorials and its effects on academic achievement in online learning environments
Autor(es) Moreno Almazán, Omar
Materia(s) Educación
Resumen There are several elements that can help provide information about the effects of academic programs in their various modalities. At the same time, however, the most widely accepted indicators are often related to student performance and student retention issues. Within this context, many so-called legitimate tasks of online teachers are either relegated for being less of importance or justified for the fact that they aid online learning. This paper assesses the effects of online interactions and measures the performance of both professors and students in an e-learning system. This results obtained from this translate into specific academic achievement indicators. Similar indicators were analyzed in a group of 27 undergraduate students in the distance education modality by means of an exploratory study that was based on descriptive analysis. This was primarily done by identifying key effects of the system by means of factorial variance. In this way, the study is not merely about obtaining approval ratings, but rather serves as a global and comprehensive analysis of a vast number of cases where acquisition of knowledge and skills are seen as being essential to this process. Among the key results that were obtained, there was the need for providing teaching activities that were based on both communication and cognitive elements and that provide reasoning, motivation and feedback. Their implications continue to be used as a key area of discussion concerning the dynamics of teaching in this modality as some institutions hold the view that it is necessary to provide a greater workload for students- i.e. with the aim of maximizing the online learning experience.
Abstract There are many elements that can give us information on the effects of learning programs in different modes, even when indicators accepted by more institutions are related to performance and retention of student enrollment; but the action of the teacher usually be relegated or even justified in their legitimate nature. This paper is an assessment of the effects that exist in interaction and performance tutor on student performance in an e-learning system. This effect results in academic achievement indicators that have been studied in a group of 27 undergraduate students in the distance education mode, through an exploration based on descriptive analysis and determination of effects by analyzing factorial variance in order not to stand alone in meeting approval ratings but making a comprehensive study of all cases in their acquisition of knowledge and skills. It finds a teaching action based on communication but also in cognitive elements that provide reasoning, motivation and feedback; their implications remain shaft discussion on the dynamics of teaching in this mode, under which some institutions maintain the idea of giving more load training to students with the intention of achieving better learning.
Palabras clave distance education
teaching methods
academic achievement
interactions process analysis
Editor(es) AIESAD
Fecha 2015-01-01
Formato application/pdf
Identificador bibliuned:revistaRied-2015-18-1-7110
http://e-spacio.uned.es/fez/view/bibliuned:revistaRied-2015-18-1-7110
DOI - identifier 10.5944/ried.18.1.13809
ISSN - identifier 1138-2783, EISSN: 1390-3306
Nombre de la revista RIED: Revista Iberoamericana de Educación a Distancia
Publicado en la Revista RIED: Revista Iberoamericana de Educación a Distancia, vol. 18, n.1, 2015, p. 231-255. ISSN: 1138-2783, EISSN: 1390-3306
Idioma spa
Versión de la publicación publishedVersion
Tipo de recurso Article
Derechos de acceso y licencia http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
Tipo de acceso Acceso abierto

 
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Creado: Tue, 20 Jan 2015, 18:26:03 CET