Self-perception of teaching performance in distance education: evidence from the course Matemática Nivelatoria at UNED
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| Autoři: | , |
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| Médium: | artículo original |
| Stav: | Versión publicada |
| Datum vydání: | 2025 |
| Popis: | This descriptive-evaluative study employed an expert-validated mixed self-evaluation questionnaire sent to seven UNED tutors in the bridging Mathematics course; only three responded. Findings reveal uneven mastery of the institutional model, reliance on extrinsic motivators, fragmented self-regulation scaffolds and mainly corrective, delayed feedback—a combination linked to dropout and irregular achievement. The paper recommends a practice-oriented development programme, integrated self-regulation scaffolding, a continuous multimodal feedback system and strategies that cultivate intrinsic motivation, all to be monitored longitudinally to assess impact. |
| Země: | Portal de Revistas UNED |
| Instituce: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| Jazyk: | Español |
| OAI Identifier: | oai:revistas.investiga.uned.ac.cr:article/5834 |
| On-line přístup: | https://revistas.uned.ac.cr/index.php/revistacalidad/article/view/5834 |
| Klíčové slovo: | Educación a distancia autoevaluación docente motivación autorregulación retroalimentación distance education teacher self-evaluation motivation self-regulated learning feedback |