Self-perception of teaching performance in distance education: evidence from the course Matemática Nivelatoria at UNED
Spremljeno u:
| Autori: | , , |
|---|---|
| Format: | artículo original |
| Status: | Versión publicada |
| Datum izdanja: | 2025 |
| Opis: | 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. |
| Zemlja: | Portal de Revistas UNED |
| Institucija: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| OAI Identifier: | oai:revistas.uned.ac.cr:article/5834 |
| Online pristup: | https://revistas.uned.ac.cr/index.php/index/article/view/5834 |
| Ključna riječ: | Educación a distancia autoevaluación docente motivación autorregulación retroalimentación distance education teacher self-evaluation motivation self-regulated learning feedback |