Roles del docente universitario en procesos de aprendizaje colaborativo en entornos virtuales

  1. Nuria Hernández Sellés 1
  2. Pablo César Muñoz Carril 2
  3. Mercedes González Sanmamed 3
  1. 1 Centro Superior de Estudios Universitarios La Salle (España)
  2. 2 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

  3. 3 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

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Revista:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Ano de publicación: 2023

Volume: 26

Número: 1

Páxinas: 39-58

Tipo: Artigo

DOI: 10.5944/RIED.26.1.34031 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: RIED: revista iberoamericana de educación a distancia

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Indicadores

Citas recibidas

  • Citas en Scopus: 0 (26-03-2023)
  • Citas en Web of Science: 0 (23-03-2023)

JCR (Journal Impact Factor)

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • Factor de impacto da revista: 2.689
  • Factor de impacto sen autocitas: 2.656
  • Article influence score: 0.584
  • Cuartil maior: Q2
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q2 Posición na área: 111/270 (Edición: SSCI)

Índice Dialnet de Revistas

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • Factor de impacto da revista: 2,100
  • Ámbito: EDUCACIÓN Cuartil: C1 Posición no ámbito: 10/228

CIRC

  • Ciencias Sociais: A
    •

Scopus CiteScore

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • CiteScore da revista: 2.1
  • Área: Education Percentil: 60
  • Área: Computer Science Applications Percentil: 38

Journal Citation Indicator (JCI)

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • JCI da revista: 1.65
  • Cuartil maior: Q1
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q1 Posición na área: 93/743

Resumo

Higher education institutions face the permanent commitment to train and accompany teachers in a markedly digital context that implies continuous cultural adaptation and a commitment to innovation in teaching processes. Collaborative work constitutes a consolidated presence in virtual classrooms that still constitutes a great challenge to teachers and students. This article presents a study regarding the tasks and teaching roles in collaborative work in virtual environments, identifying its typology and their relevance, conferred by students. The research was carried out with 104 students in 5 undergraduate subjects that developed online collaborative work. The study used a quantitative approach based on the survey method with descriptive and multivariate analyses. Students have rated as very important each of the teaching tasks proposed for the development of collaborative work, highlighting those with a social and personal component. The results obtained have led to identify a total of seven key roles that a university teacher should develop when implementing online collaborative work: pedagogical, assessor, social, technological, facilitator/mediator, organizer/manager and personal. Although not all reached the same ratings, the high scores obtained outstand the need for specific teacher training to assume the demands of online teaching and, more specifically, to face the implementation of collaborative learning proposals in virtual environments

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Fonte de datos: Dialnet