Academic Perspectives on E-Learning in Higher Education Contexts
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| Tác giả: | |
|---|---|
| Định dạng: | artículo original |
| Trạng thái: | Versión publicada |
| Ngày xuất bản: | 2024 |
| Miêu tả: | Virtual teaching in higher education, driven by technology and globalization, has garnered academic interest. This article explores epistemological, ontological, and axiological perspectives to understand virtual teaching. The importance of instructor self-assessment and student evaluation is emphasized. Background studies reveal research on virtual tutoring, educational technology, and teacher competencies. The theoretical framework addresses Constructivism, Activity Theory, and the Technology Acceptance Model. The quantitative methodology examines the perception of 30 teachers and 100 students. The results show consensus on clarity of material, effectiveness of multimedia resources, and attention to interaction. Additionally, shared concern for technological accessibility is highlighted. It is concluded that clear curriculum design and effective interaction are crucial for virtual teaching in higher education. |
| Quốc gia: | Portal de Revistas UNA |
| Tổ chức giáo dục: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Ngôn ngữ: | Español Inglés |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/19704 |
| Truy cập trực tuyến: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/19704 |
| Từ khóa: | aprendizaje en línea educación a distancia enseñanza enseñanza superior estudiante universitario instructor distance education electronic learning higher education teaching trainers university students |