Teachers’ roles in light of massive open online courses (MOOCs): Evolution and challenges in higher distance education

Gil‐Jaurena, Inés; Domı́nguez, Daniel

doi:10.1007/s11159-018-9715-0

Cited by 34 publications

(27 citation statements)

References 12 publications

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“…In this sense, if the tutor meets these conditions in their work, the motivation that is most commonly promoted in students would be more autonomous. Apparently, the motivational pattern that online students show tends to be intrinsic, while virtual education requires it ( Berridi et al., 2015 ; Esteve-González et al., 2017 ; Gil-Jaurena and Dominguez, 2018 ).…”

Section: Resultsmentioning

confidence: 99%

“…One important factor is the institutional context into which courses develop since they directly affect key areas, such as funding models, recruitment policies, strategic alliances, course production systems and digital technologies. Other factors available in the institutional context are related to the use of resources – immaterial (recognition of workload, time and training) as well as material - mainly based on the technical aspects such as analytic tools or intelligent software to give feedback ( Gil-Jaurena and Dominguez, 2018 ; Manzuoli and Roig, 2015 ; Sánchez-Rosal, 2016 ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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How an online tutor motivates E-learning English

Fandiño

Velandia

2020

Heliyon

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The motivation to learn a foreign language is a complex process. It is the analysis of related aspects such as the role of the tutor in E-learning. However, the study of the motivation based on Self-Determination Theory -SDT- and E-learning English with the Computer Assisted Language Learning approach -CALL can provide tools to understand and improve the teaching-learning processes. This qualitative study aims to identify and analyze the aspects around motivation to learn English related to online tutor's role. The main instruments used to collect data were a focus group and a discursive analysis of the messages sent by the selected tutors. The participants in the research were a group of tutors composed of 5 women and 1 man. The analysis was carried out through semantic categorizations and with the support of NVivo 12 software. The results let assume that the role of the tutor can influence in the motivation to learn a foreign language, while optimizing communication processes.

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Section: Resultsmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

How an online tutor motivates E-learning English

Fandiño

Velandia

2020

Heliyon

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“…Information and communication technologies (ICT) as an aid to teaching models can provide valuable learning resources and equip students with the personal and professional competencies required for their development [2][3][4]. Hence, these tools increase the level of significance and broaden the education conception by generating new training spaces among educational community members [5][6][7].…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Analysis of Implementing E-Learning during the COVID-19 Lockdown

Lozano

Segura-Berges²,

Gil

et al. 2021

Sustainability

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The existing literature evidences the potential of the e-learning methodology, although some call it into question. Our study aimed to analyse the real scope of applying this methodology type to a lockdown situation like that caused by COVID-19. It could provide the scientific and educational community with useful novel information on e-learning and its real adequacy for schools in pre-university educational stages. This qualitative study was designed using questionnaires with open-ended questions for students and semistructured interviews for teachers, management board members, and families of students of Primary and Secondary Education. The scripts of data collection tools were made ad hoc. The thematic analysis was carried out in accordance with the study dimensions by relating the access and use of technological resources in classrooms, implementing the e-learning methodology during face-to-face teaching, and finally knowing the effects of its application during remote teaching in the lockdown situation. The results clearly show a need to adapt and adjust the implementation of this methodology by considering not only its specificities, but also a combination of e-learning and traditional teaching methodologies can help to introduce information and communication technologies (ICT) into classrooms. To conclude, including such a methodology in the educational context can be argued for, provided that specific training is received to allow the potential of both online and traditional teaching to be leveraged.

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“…Second, the teacher becomes no longer a mere provider of knowledge, but a moderator of the process that guides students using the software and facilitates the debate in a friendly and equable way (Schwartz & Asterhan, 2011). Third, it also the responsibility of the teacher to design tasks that are compatible with the software tools and at the same reflect the learning objectives of the course (Gil-Jaurena & Domínguez, 2018). Fourth, the teacher should exploit as much as possible all different resources and functions provided by real-time communications, so that students get used to online environments, meet their expectations with respect to the course and can perform equal or better than in the traditional classroom.…”

Section: Teaching In Virtual Classroomsmentioning

confidence: 99%

Development of a Blended Course for Online Teaching: Process and Outcomes

Bigné

Badenes-Rocha

Ruiz

et al. 2019

JMBE

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In this study, we outline the different steps and strategies followed to develop an online formation program aimed to higher education teachers. The aim of this program is to provide with teaching competencies to face the challenges of the next decade’s classroom, with a special focus on the role of digital technology in learning environments, through a combination of a self-managed course with a guided on-site training with real cases. A multicultural, multidisciplinary team conceives this blended learning format, which applies a storytelling approach for content generation and communication. A detailed description of the different factors and stages followed to undertake the project is presented, together with a series of recommendations to face similar activities in the applied teaching and educational innovation field. Specifically, the importance of an appropriate project design, management and timing is stressed. In this way, we contribute with the diffusion of an innovative, hybrid program to develop digital competences in higher education practitioners and a selection of criteria to undertake other supranational projects that count on a wide reach and follow a didactical approach.

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Teachers’ roles in light of massive open online courses (MOOCs): Evolution and challenges in higher distance education

Cited by 34 publications

References 12 publications

How an online tutor motivates E-learning English

How an online tutor motivates E-learning English

A Qualitative Analysis of Implementing E-Learning during the COVID-19 Lockdown

Development of a Blended Course for Online Teaching: Process and Outcomes

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