Pedagogical roles and competencies of university teachers practicing in the e-learning environment

Identifying 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...

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Autores principales:	Pablo César Muñoz Carril, Mercedes González Sanmamed, Nuria Hernández Sellés
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2013
Materias:	online teaching online teacher roles competencies pedagogical competencies interests in training Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/78d95abb14264ea18329022f74e6d6bb
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spelling	oai:doaj.org-article:78d95abb14264ea18329022f74e6d6bb2021-12-02T19:26:05ZPedagogical roles and competencies of university teachers practicing in the e-learning environment10.19173/irrodl.v14i3.14771492-3831https://doaj.org/article/78d95abb14264ea18329022f74e6d6bb2013-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1477https://doaj.org/toc/1492-3831 Identifying 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. Pablo César Muñoz CarrilMercedes González SanmamedNuria Hernández SellésAthabasca University Pressarticleonline teachingonline teacher rolescompetenciespedagogical competenciesinterests in trainingSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 14, Iss 3 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	online teaching online teacher roles competencies pedagogical competencies interests in training Special aspects of education LC8-6691
spellingShingle	online teaching online teacher roles competencies pedagogical competencies interests in training Special aspects of education LC8-6691 Pablo César Muñoz Carril Mercedes González Sanmamed Nuria Hernández Sellés Pedagogical roles and competencies of university teachers practicing in the e-learning environment
description	Identifying 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.
format	article
author	Pablo César Muñoz Carril Mercedes González Sanmamed Nuria Hernández Sellés
author_facet	Pablo César Muñoz Carril Mercedes González Sanmamed Nuria Hernández Sellés
author_sort	Pablo César Muñoz Carril
title	Pedagogical roles and competencies of university teachers practicing in the e-learning environment
title_short	Pedagogical roles and competencies of university teachers practicing in the e-learning environment
title_full	Pedagogical roles and competencies of university teachers practicing in the e-learning environment
title_fullStr	Pedagogical roles and competencies of university teachers practicing in the e-learning environment
title_full_unstemmed	Pedagogical roles and competencies of university teachers practicing in the e-learning environment
title_sort	pedagogical roles and competencies of university teachers practicing in the e-learning environment
publisher	Athabasca University Press
publishDate	2013
url	https://doaj.org/article/78d95abb14264ea18329022f74e6d6bb
work_keys_str_mv	AT pablocesarmunozcarril pedagogicalrolesandcompetenciesofuniversityteacherspracticingintheelearningenvironment AT mercedesgonzalezsanmamed pedagogicalrolesandcompetenciesofuniversityteacherspracticingintheelearningenvironment AT nuriahernandezselles pedagogicalrolesandcompetenciesofuniversityteacherspracticingintheelearningenvironment
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Pedagogical roles and competencies of university teachers practicing in the e-learning environment

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