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dc.contributor.authorLópez Hurtado, María Eugeniaspa
dc.date.issued2014-12-03
dc.identifierhttps://revistas.pedagogica.edu.co/index.php/RF/article/view/2830
dc.identifier10.17227/01234870.40folios139.151
dc.identifier.issn0120-2146
dc.identifier.issn2462-8417
dc.identifier.urihttp://hdl.handle.net/20.500.12209/5617
dc.description.abstractEste artículo presenta una reflexión acerca de mi experiencia como tutora de ambientes virtuales que he acumulado a través de la orientación de un curso de inglés en una universidad pública. El propósito de este artículo es ilustrar las propias percepciones y retos del investigador al convertirse en tutor virtual. De tal modo que presentaré un recuento de estudios y experiencias relacionadas con este asunto en contextos internacionales para posteriormente referirme a mi propia experiencia donde describiré en detalle los roles que surgieron y cómo algunas habilidades y actividades de aprendizaje pueden ser exploradas; esta descripción comprende tres etapas diferentes (antes, durante y después) de la implementación. Continuaré con la discusión de los resultados obtenidos de los instrumentos de investigación que usé y, finalmente, me referiré a algunas conclusiones y sugerencias en relación con la pregunta del estudio y los resultados acerca de cómo los retos asumidos por el tutor moldean sus roles en ambientes virtuales.spa
dc.format.mimetypeapplication/pdfspa
dc.format.mimetypetext/htmlspa
dc.language.isoeng
dc.publisherEditorial Universidad Pedagógica Nacionalspa
dc.relationhttps://revistas.pedagogica.edu.co/index.php/RF/article/view/2830/2559
dc.relationhttps://revistas.pedagogica.edu.co/index.php/RF/article/view/2830/8342
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0
dc.sourceFolios; No. 40 (2014): Foliosspa
dc.sourceFolios; Núm. 40 (2014): jul-dicspa
dc.sourceFolios; No. 40 (2014): jul-dicfra
dc.sourceFolios; n. 40 (2014): jul-dicspa
dc.subjectTutores virtualesspa
dc.subjectAprendizaje electrónicospa
dc.subjectPlataformas electrónicasspa
dc.subjectAmbientes virtualesspa
dc.subjectEstudiantes electrónicos/virtualesspa
dc.titleThe challenges of becoming tutors at electronic environments.eng
dc.subject.keywordsE-tutorseng
dc.subject.keywordsE-learningeng
dc.subject.keywordsE-platformseng
dc.subject.keywordsE-environmentseng
dc.subject.keywordsE-learnerseng
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
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dc.relation.referencesDudeney, G., & Hocly, N. (2007). E-learning: online tea-ching and training. How to teach English with technolog y. Essex: Pearson Longman
dc.relation.referencesFreeman, D. (1998). Doing teacher research: from inquiry to understanding. London: Heinle and Heinle Publishers
dc.relation.referencesGoold, A., Coldwell, J., and Craig, D. (2010). An examination of the role of the e-tutor in University Australasian. Journal of Educational Technology, 26(5), 704-16.
dc.relation.referencesImel, S. (1998). Transformative Learning in Adulthood. ERIC Digest No. 200. Columbus. ERIC Clearinghouse on Adult Career and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University.
dc.relation.referencesKolb, D. A. (1984). Experiential Learning: experience as the source of learning andevelopment. Englewood Cliffs, NJ: Prentice Hall
dc.relation.referencesLopez, M. (2008). What teachers should know and do when becoming tutors of electronic environments. Academic talk given at the 43rd version of ASOCOPI Conference. UPTC. Tunja
dc.relation.referencesMaier, P., & Warren, A. (2000).Integr@ting Technology in Learning & Teaching: Practical Guide for Educators.New York, NY: Routledge
dc.relation.referencesMerriam, S. (1988). Case Study Research. San Francisco. Jossey-Nass Publishers
dc.relation.referencesNissena, E., & Teab, E. (April, 2012).Going blended: new challenges for second generation L2 tutors. Computer Assisted Language Learning, 25(2), 145-163
dc.relation.referencesO’Neil, D. (2007). How Distance Education Has Changed Teaching and the Role of the Instructor. Proceedings ISECON. V24 (Pittsburgh). Retrieved at http://proc.isecon.org/2007/2542/ISECON.2007.ONeil.pdf on March 29, 2014
dc.relation.referencesStickler, U., & Hampel, R. (February, 2007). Designing online tutor training for language courses: a case study The Open University. UK Open Learning, 22(1), 75-85
dc.relation.referencesTaylor, E. W. (1998). The theory and practice of trans-formative learning: A critical review. Information series Nº 374. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University
dc.relation.referencesXiao, J. (November, 2012). Tutors’ influence on distance language students’ learning motivation: voices from learners and tutors. Distance Education, 33(3), 365-380.
dc.type.localArtículo de revistaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_6501eng
dc.type.driverinfo:eu-repo/semantics/articleeng
dc.title.translatedLos retos de llegar a ser tutores de ambientes electrónicos.spa
dc.description.abstractenglishThis paper presents a research report of my own experience as a tutor in electronic environments which I have accumulated throughout the guidance for English learners of basic level at a public university. This article looks for illustrating the researcher’s own perceptions and challenges as becoming an e-tutor. Therefore, I will introduce an overview of studies and experiences that address this issue in international contexts, and then I will refer to my own experience where I describe the roles that emerged while I was administrating and delivering e- learning pedagogical experiences such as an exploration of some skills and learning activities carried out in an English course; this description embraces three different stages (before, during and after) of implementation. Subsequently, some discussion of the results is provided gathered from the research instruments I used. Finally, some conclusions and suggestions are provided in regards to the research question of the study, its outcomes on how tutors’ challenges shape tutor’s roles in electronic environments.eng
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dc.rights.creativecommonsAttribution-NonCommercial 4.0 International


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