Algunas de las aptitudes o competencias actuales que como docente se deben desarrollar durante la formación refieren a desarrollar en el docente o especialista en educación competencias para una mejor comunicación y relación con los... more
Algunas de las aptitudes o competencias actuales que como docente se deben desarrollar durante la formación refieren a desarrollar en el docente o especialista en educación competencias para una mejor comunicación y relación con los alumnos, liderazgo, trabajo interactivo en el aula, inteligencia emocional y trabajo en equipo. Todas estas aptitudes muestran lo que se conoce como coaching y los alcances que tienen en el ámbito educativo. Algunos especialistas lo consideran, según esta perspectiva, un nuevo modelo educativo. Sin embargo, para los propósitos del presente trabajo basta con referir al coaching como una de las herramientas que permitirá rebasar barreras de aprendizaje con la creación de ambientes virtuales de aprendizaje en los centros de autoacceso. Palabras clave: tutoría en línea, coaching, centros de autoacceso, ambientes virtuales de aprendizaje, enseñanza del idioma inglés. Abstract Some of the skills that should be developed as a teacher during the training refers to reinforce in the teacher or education specialist, skills for better communication and relationship with the students, leadership, interactive classroom work, emotional intelligence and teamwork. All these skills show what is known as coaching and the scopes they have in education. Some experts consider coaching as a new educational model. However, for the purposes of this work I would refer to coaching as one of the tools that can allow crossing barriers of learning by creating virtual learning environments in self-access centers.
Teaching online requires different skills, roles and competencies for online instructors compared to teaching in traditional learning environments. Universities should offer ongoing support in various forms to help academic staff through... more
Teaching online requires different skills, roles and competencies for online instructors compared to teaching in traditional learning environments. Universities should offer ongoing support in various forms to help academic staff through their online journey. This paper provides insights into a multinational faculty development program for teaching online, elaborating on results of expectancy and satisfaction surveys. From a local program to a subproject within the Swiss National Science Foundation Project Scopes, e-Tutor aimed at expanding competencies in online lecturing and providing OER material for training colleagues. Designed in the form of a descriptive case study, this research was conducted with 34 attendees of e-Tutor. Data was collected using an e-learning readiness and expectancy questionnaire, and open-ended questions after the program to measure satisfaction. Descriptive statistics were used to analyze the survey data and content analysis for open-ended data. Participants considered e-Tutor a well-planned and targeted program with good theoretical and practical balance. Duration of such courses, opportunities for adaptation to real-life situations, and localization of the content are areas to be explored further. For future studies, it would also be interesting to see whether participants can apply their newly acquired knowledge and skills to create efficient online learning environments.
While technology use is becoming ever more ubiquitous in society, there are times when even the most useful of technologies faces non-adoption for a variety of contextual reasons. Educational institutions are increasingly relying on... more
While technology use is becoming ever more ubiquitous in society, there are times when even the most useful of technologies faces non-adoption for a variety of contextual reasons. Educational institutions are increasingly relying on online academic support services such as e-tutoring to balance rising demands for public accountability over standardized testing with decreasing budgets. This study explores the context of an e-tutoring service that has experienced a relatively low adoption rate in a school district in Eastern Ontario, Canada. The study proposes a model, based on the results of a mixed-methods diffusion study, for the effective implementation of the service; results indicate that this model is significantly correlated with the adoption of e-tutoring. Implications for the integration of educational technologies in secondary education, especially in relation to e-tutoring, are discussed.
E-tutoring system is a sophisticated, integrated software system that applies Artificial Intelligence (AI) concepts and methods to teaching and learning problems and requirements. They allow the student to search for level of knowledge... more
E-tutoring system is a sophisticated, integrated software system that applies Artificial Intelligence (AI) concepts and methods to teaching and learning problems and requirements. They allow the student to search for level of knowledge and learning methods used to enhance or correct the students' knowledge. In a specified area of knowledge, they are intended to support and improve teaching and learning process while preserving the learner's uniqueness. E-tutoring system research has successfully delivered systems providing support for one-to-one tutoring. Most of these systems are actively used in real-world settings and have even contributed to changing traditional education. To improve the future research related to the enhancement of tutoring, we proposed an ontology domain model including besides the standard modules a common shared ontology database and knowledge-based background, too. The shared ontology databases can improve the quality of the domain models both in tutor and student models. In this paper, we give a survey on current E-tutoring systems, E-tutoring system technologies and proposed E-tutoring architecture. In this paper, we focus on domain module, our goal here is to let the e-tutor system prepare the material according to the students' capabilities. As a result, the proposed model can solve the problem of the current E-tutoring systems, can meet the features of reusability, standardization, open knowledge and flexibility, by using the ontology domain model we can avoid the problem of isolated database. The constructed ontology can be used in the future to control adaptive intelligent e-tutor frameworks.
Ongoing developments in information and communication technologies have not only led to the emergence of completely online higher education institutions, but it has also impelled many traditional universities to open fully online degree... more
Ongoing developments in information and communication technologies have not only led to the emergence of completely online higher education institutions, but it has also impelled many traditional universities to open fully online degree programmes. The aim of this study is a qualitative review of the perspectives of faculty members teaching mathematics about teaching mathematics online. The study was conducted during the 2013-2014 spring semester, with the participation of eight faculty members from different online learning backgrounds, with individual semi-structured interviews conducted with each participant. The data analysis procedure started with the themes embedded into interview questions, and then re-constructed during the data gathering process. The themes set forth the general framework for the study, and then the codes were specified to identify differences and similarities between and among the participants with respect to teaching mathematics online. Data analysis showed that the most important concern for mathematicians in teaching mathematics online was the nature of mathematics as a discipline, while for mathematics educators it was the nature of the methodology in teaching mathematics. Both groups agreed on the efficiency of a blended approach for teachin
g mathematics, where the face-to-face classroom environment and online technologies were used complementarily. Participants with prior online learning experience were considered to have more a positive perspective about using online technologies for teaching mathematics.
Using any kind of technology is becoming more common in the current social reality. Continuous professional development of every human being makes attempts to adapt teaching and learning in the educational process often enough to fulfill... more
Using any kind of technology is becoming more common in the current social reality. Continuous professional development of every human being makes attempts to adapt teaching and learning in the educational process often enough to fulfill the needs of the organization of society to meet the needs of individual units. Due to the use of information technology the learning process becomes more efficient and adapted to the requirements of modern times. E-tutoring, besides various forms of contemporary functioning online courses ,fills in the learning process with individual learner-teacher/tutor contact via virtual environment and through supporting individuals who want to develop their skills and competencies. With the aid of cyberspace, the idea of tutoring as a method of education and personality development through individual student-tutor relation is more approachable to the students. In the online environment interaction between the e-tutor and his student can be both synchronous and asynchronous what means that one e-tutor is therefore able to support with his knowledge and experience more people, regardless of location and distance in which both parties are located.
Computer Supported Collaborative Learning (CSCL) systems enable group learning regardless of the time and space where students and teachers are located. However, interactions that conduct to collaborative creation of knowledge do not... more
Computer Supported Collaborative Learning (CSCL) systems enable group learning regardless of the time and space where students and teachers are located. However, interactions that conduct to collaborative creation of knowledge do not occur spontaneously and technology can inhibit or hinder them. Students need (among other things) of an e-tutor (teacher) that coordinates group interaction in order to effectively collaborate. Selection of qualified e-tutors is key for the success of CSCL, but manual analysis of interactions recorded in these environments to know the performance of teachers requires a lot of time and effort. This paper describes a research that applies text mining techniques to build classifiers that allow automatic identification of manifested skills by e-tutors. Results obtained by different classification algorithms are presented, analyzed and compared. Resumen. Los sistemas de Aprendizaje Colaborativo Soportado por Computadora (ACSC) permiten el aprendizaje grupal con independencia del tiempo y espacio donde estén localizados los estudiantes y los docentes. Sin embargo, las interacciones que conducen a la creación colaborativa de conocimiento no surgen de manera espontánea y la tecnología puede inhibirlas u obstaculizarlas. Para colaborar efectivamente los estudiantes necesitan (entre otras cosas) de un e-tutor (docente) que coordine la interacción grupal. La selección de e-tutores capacitados es clave para el éxito del ACSC pero el análisis manual de las interacciones registradas en estos entornos para conocer el desempeño de los docentes requiere mucho tiempo y esfuerzo. En este artículo se describe un trabajo de investigación que aplica técnicas de minería de textos para crear clasificadores que permitan identificar automáticamente las habilidades manifestadas por e-tutores. Los resultados obtenidos mediante diferentes algoritmos de clasificación son presentados, analizados y comparados.
