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

  1. Núria 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 Universidad de Santiago de Compostela (España)
  3. 3 Universidad de A Coruña (España)
Revista:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Ano de publicación: 2023

Título do exemplar: Competencias y metodologías innovadoras para la educación digital

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

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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