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Title: Docentes de asignaturas en línea de cursos híbridos : Adhesión, cambio de paradigma y capacitación
Author: Gomes Salvador, Vera Lucia
Director: Duart Montoliu, Josep Maria
Others: Universitat Oberta de Catalunya. eLearn Center (eLC)
Keywords: online teachers
blended learning
online courses
online teachers' training
online teachers' training
higher education
Issue Date: 16-Sep-2016
Publisher: Universitat Oberta de Catalunya. eLearn Center (eLC)
Abstract: Ordinance No. 4059 of the Brazilian Ministry of Education (MEC, 2004) allowed online courses to be offered for traditional face-to-face higher education majors, converting them into blended learning courses. The Universidade Estácio de Sá (UNESA) accepted this challenge. To achieve this goal, it was necessary to include traditional face-to-face teachers in the project and train them for this new style of teaching. This study investigates the profile of online teachers, the factors that influences their adoption of online courses using blended learning and also the paradigm shifts affecting these teachers. As a result of the research, a training model has been developed for these teachers in order to optimize the teaching and learning process in the schools. This work has allowed us to observe that the most critical factors promoting traditional face-to-face teachers' adoption of online learning is the ability to enter a new market full of job opportunities, and that it is the support of the distance-learning team that most encourages teachers to stay in the program. In addition, results show that the large amount of students that exist per teacher in virtual learning environments is what most deters teachers from sticking with the online program. In regard to paradigm shifts, analysis showed that these mainly deal with the role of the student as an independent agent and the role of the teacher as a facilitator in the learning process. On the subject of the training model that needs to be implemented to promote the adoption of online learning and a paradigm shift among traditional face-to-face teachers, it was observed that, among other attributes, the model needs to be an open and holistic system that incorporates contingencies from a continuous diagnosis of the necessary training areas. Furthermore, it should be based on skills, use active methodologies in a virtual learning environment and possess procedures for ongoing evaluation. Thanks to these results, this paper will contribute to the enhancement of existing research on blended learning in the higher education market.
Language: Spanish
Appears in Collections:Doctoral Thesis

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