Mostrar el registro sencillo del ítem
The challenges of becoming tutors at electronic environments.
dc.contributor.author | López Hurtado, María Eugenia | spa |
dc.date.issued | 2014-12-03 | |
dc.identifier | https://revistas.pedagogica.edu.co/index.php/RF/article/view/2830 | |
dc.identifier | 10.17227/01234870.40folios139.151 | |
dc.identifier.issn | 0120-2146 | |
dc.identifier.issn | 2462-8417 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12209/5617 | |
dc.description.abstract | Este 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.mimetype | application/pdf | spa |
dc.format.mimetype | text/html | spa |
dc.language.iso | eng | |
dc.publisher | Editorial Universidad Pedagógica Nacional | spa |
dc.relation | https://revistas.pedagogica.edu.co/index.php/RF/article/view/2830/2559 | |
dc.relation | https://revistas.pedagogica.edu.co/index.php/RF/article/view/2830/8342 | |
dc.rights.uri | https://creativecommons.org/licenses/by-nc/4.0 | |
dc.source | Folios; No. 40 (2014): Folios | spa |
dc.source | Folios; Núm. 40 (2014): jul-dic | spa |
dc.source | Folios; No. 40 (2014): jul-dic | fra |
dc.source | Folios; n. 40 (2014): jul-dic | spa |
dc.subject | Tutores virtuales | spa |
dc.subject | Aprendizaje electrónico | spa |
dc.subject | Plataformas electrónicas | spa |
dc.subject | Ambientes virtuales | spa |
dc.subject | Estudiantes electrónicos/virtuales | spa |
dc.title | The challenges of becoming tutors at electronic environments. | eng |
dc.subject.keywords | E-tutors | eng |
dc.subject.keywords | E-learning | eng |
dc.subject.keywords | E-platforms | eng |
dc.subject.keywords | E-environments | eng |
dc.subject.keywords | E-learners | eng |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
dc.rights.accessrights | http://purl.org/coar/access_right/c_abf2 | |
dc.relation.references | Burgos, D., & Griffiths, D (2005). E-learning specifications. An introduction. Last retrieved online 8 November2008 from http://hdl.handle.net/1820/547 | |
dc.relation.references | Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults.San Francisco, CA: Jossey-Bass. | |
dc.relation.references | Dudeney, G., & Hocly, N. (2007). E-learning: online tea-ching and training. How to teach English with technolog y. Essex: Pearson Longman | |
dc.relation.references | Freeman, D. (1998). Doing teacher research: from inquiry to understanding. London: Heinle and Heinle Publishers | |
dc.relation.references | Goold, 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.references | Imel, 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.references | Kolb, D. A. (1984). Experiential Learning: experience as the source of learning andevelopment. Englewood Cliffs, NJ: Prentice Hall | |
dc.relation.references | Lopez, 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.references | Maier, P., & Warren, A. (2000).Integr@ting Technology in Learning & Teaching: Practical Guide for Educators.New York, NY: Routledge | |
dc.relation.references | Merriam, S. (1988). Case Study Research. San Francisco. Jossey-Nass Publishers | |
dc.relation.references | Nissena, E., & Teab, E. (April, 2012).Going blended: new challenges for second generation L2 tutors. Computer Assisted Language Learning, 25(2), 145-163 | |
dc.relation.references | O’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.references | Stickler, 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.references | Taylor, 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.references | Xiao, J. (November, 2012). Tutors’ influence on distance language students’ learning motivation: voices from learners and tutors. Distance Education, 33(3), 365-380. | |
dc.type.local | Artículo de revista | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_6501 | eng |
dc.type.driver | info:eu-repo/semantics/article | eng |
dc.title.translated | Los retos de llegar a ser tutores de ambientes electrónicos. | spa |
dc.description.abstractenglish | This 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.version | info:eu-repo/semantics/publishedVersion | |
dc.rights.creativecommons | Attribution-NonCommercial 4.0 International |
Ficheros en el ítem
Ficheros | Tamaño | Formato | Ver |
---|---|---|---|
No hay ficheros asociados a este ítem. |
Este ítem aparece en la(s) siguiente(s) colección(ones)
-
Revista Folios [571]
Publica artículos originales producto de investigaciones sobre temas relevantes a su espectro temático.