The challenges of becoming tutors at electronic environments.

Este artículo presenta una reflexión acerca de mi experiencia como tutora de ambientes virtuales que he acumulado a través de la orientación de un curso de inglés en una universidad pública. El propósito de este artículo es ilustrar las propias percepciones y retos del investigador al convertirse en...

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Autores:: López Hurtado, María Eugenia

Tipo de recurso:: Article of journal

Fecha de publicación:: 2014

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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dc.title.eng.fl_str_mv	The challenges of becoming tutors at electronic environments.
dc.title.translated.spa.fl_str_mv	Los retos de llegar a ser tutores de ambientes electrónicos.
title	The challenges of becoming tutors at electronic environments.
spellingShingle	The challenges of becoming tutors at electronic environments. Tutores virtuales Aprendizaje electrónico Plataformas electrónicas Ambientes virtuales Estudiantes electrónicos/virtuales E-tutors E-learning E-platforms E-environments E-learners
title_short	The challenges of becoming tutors at electronic environments.
title_full	The challenges of becoming tutors at electronic environments.
title_fullStr	The challenges of becoming tutors at electronic environments.
title_full_unstemmed	The challenges of becoming tutors at electronic environments.
title_sort	The challenges of becoming tutors at electronic environments.
dc.creator.fl_str_mv	López Hurtado, María Eugenia
dc.contributor.author.spa.fl_str_mv	López Hurtado, María Eugenia
dc.subject.spa.fl_str_mv	Tutores virtuales Aprendizaje electrónico Plataformas electrónicas Ambientes virtuales Estudiantes electrónicos/virtuales
topic	Tutores virtuales Aprendizaje electrónico Plataformas electrónicas Ambientes virtuales Estudiantes electrónicos/virtuales E-tutors E-learning E-platforms E-environments E-learners
dc.subject.keywords.eng.fl_str_mv	E-tutors E-learning E-platforms E-environments E-learners
description	Este artículo presenta una reflexión acerca de mi experiencia como tutora de ambientes virtuales que he acumulado a través de la orientación de un curso de inglés en una universidad pública. El propósito de este artículo es ilustrar las propias percepciones y retos del investigador al convertirse en tutor virtual. De tal modo que presentaré un recuento de estudios y experiencias relacionadas con este asunto en contextos internacionales para posteriormente referirme a mi propia experiencia donde describiré en detalle los roles que surgieron y cómo algunas habilidades y actividades de aprendizaje pueden ser exploradas; esta descripción comprende tres etapas diferentes (antes, durante y después) de la implementación. Continuaré con la discusión de los resultados obtenidos de los instrumentos de investigación que usé y, finalmente, me referiré a algunas conclusiones y sugerencias en relación con la pregunta del estudio y los resultados acerca de cómo los retos asumidos por el tutor moldean sus roles en ambientes virtuales.
publishDate	2014
dc.date.issued.none.fl_str_mv	2014-12-03
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dc.type.local.spa.fl_str_mv	Artículo de revista
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dc.identifier.none.fl_str_mv	https://revistas.pedagogica.edu.co/index.php/RF/article/view/2830 10.17227/01234870.40folios139.151
dc.identifier.issn.none.fl_str_mv	0120-2146 2462-8417
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12209/5617
url	https://revistas.pedagogica.edu.co/index.php/RF/article/view/2830 http://hdl.handle.net/20.500.12209/5617
identifier_str_mv	10.17227/01234870.40folios139.151 0120-2146 2462-8417
dc.language.iso.none.fl_str_mv	eng
language	eng
dc.relation.none.fl_str_mv	https://revistas.pedagogica.edu.co/index.php/RF/article/view/2830/2559 https://revistas.pedagogica.edu.co/index.php/RF/article/view/2830/8342
dc.relation.references.none.fl_str_mv	Burgos, D., & Griffiths, D (2005). E-learning specifications. An introduction. Last retrieved online 8 November2008 from http://hdl.handle.net/1820/547 Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults.San Francisco, CA: Jossey-Bass. Dudeney, G., & Hocly, N. (2007). E-learning: online tea-ching and training. How to teach English with technolog y. Essex: Pearson Longman Freeman, D. (1998). Doing teacher research: from inquiry to understanding. London: Heinle and Heinle Publishers Goold, A., Coldwell, J., and Craig, D. (2010). An examination of the role of the e-tutor in University Australasian. Journal of Educational Technology, 26(5), 704-16. Imel, S. (1998). Transformative Learning in Adulthood. ERIC Digest No. 200. Columbus. ERIC Clearinghouse on Adult Career and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University. Kolb, D. A. (1984). Experiential Learning: experience as the source of learning andevelopment. Englewood Cliffs, NJ: Prentice Hall Lopez, M. (2008). What teachers should know and do when becoming tutors of electronic environments. Academic talk given at the 43rd version of ASOCOPI Conference. UPTC. Tunja Maier, P., & Warren, A. (2000).Integr@ting Technology in Learning & Teaching: Practical Guide for Educators.New York, NY: Routledge Merriam, S. (1988). Case Study Research. San Francisco. Jossey-Nass Publishers Nissena, E., & Teab, E. (April, 2012).Going blended: new challenges for second generation L2 tutors. Computer Assisted Language Learning, 25(2), 145-163 O’Neil, D. (2007). How Distance Education Has Changed Teaching and the Role of the Instructor. Proceedings ISECON. V24 (Pittsburgh). Retrieved at http://proc.isecon.org/2007/2542/ISECON.2007.ONeil.pdf on March 29, 2014 Stickler, U., & Hampel, R. (February, 2007). Designing online tutor training for language courses: a case study The Open University. UK Open Learning, 22(1), 75-85 Taylor, E. W. (1998). The theory and practice of trans-formative learning: A critical review. Information series Nº 374. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University Xiao, J. (November, 2012). Tutors’ influence on distance language students’ learning motivation: voices from learners and tutors. Distance Education, 33(3), 365-380.
dc.rights.uri.none.fl_str_mv	https://creativecommons.org/licenses/by-nc/4.0
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dc.publisher.spa.fl_str_mv	Editorial Universidad Pedagógica Nacional
dc.source.spa.fl_str_mv	Folios; No. 40 (2014): Folios Folios; Núm. 40 (2014): jul-dic Folios; n. 40 (2014): jul-dic
dc.source.fra.fl_str_mv	Folios; No. 40 (2014): jul-dic
institution	Universidad Pedagógica Nacional
repository.name.fl_str_mv	Repositorio Institucional Universidad Pedagógica Nacional
repository.mail.fl_str_mv	repositorio@pedagogica.edu.co
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spelling	López Hurtado, María Eugenia2014-12-03https://revistas.pedagogica.edu.co/index.php/RF/article/view/283010.17227/01234870.40folios139.1510120-21462462-8417http://hdl.handle.net/20.500.12209/5617Este artículo presenta una reflexión acerca de mi experiencia como tutora de ambientes virtuales que he acumulado a través de la orientación de un curso de inglés en una universidad pública. El propósito de este artículo es ilustrar las propias percepciones y retos del investigador al convertirse en tutor virtual. De tal modo que presentaré un recuento de estudios y experiencias relacionadas con este asunto en contextos internacionales para posteriormente referirme a mi propia experiencia donde describiré en detalle los roles que surgieron y cómo algunas habilidades y actividades de aprendizaje pueden ser exploradas; esta descripción comprende tres etapas diferentes (antes, durante y después) de la implementación. Continuaré con la discusión de los resultados obtenidos de los instrumentos de investigación que usé y, finalmente, me referiré a algunas conclusiones y sugerencias en relación con la pregunta del estudio y los resultados acerca de cómo los retos asumidos por el tutor moldean sus roles en ambientes virtuales.Item created via OAI harvest from source: https://revistas.pedagogica.edu.co/index.php/RF/oai on 2021-08-02T16:41:38Z (GMT). Item's OAI Record identifier: oai:pedagogica.edu.co-REVISTAS-UPN-CO:article/2830This paper presents a research report of my own experience as a tutor in electronic environments which I have accumulated throughout the guidance for English learners of basic level at a public university. This article looks for illustrating the researcher’s own perceptions and challenges as becoming an e-tutor. Therefore, I will introduce an overview of studies and experiences that address this issue in international contexts, and then I will refer to my own experience where I describe the roles that emerged while I was administrating and delivering e- learning pedagogical experiences such as an exploration of some skills and learning activities carried out in an English course; this description embraces three different stages (before, during and after) of implementation. Subsequently, some discussion of the results is provided gathered from the research instruments I used. Finally, some conclusions and suggestions are provided in regards to the research question of the study, its outcomes on how tutors’ challenges shape tutor’s roles in electronic environments.application/pdftext/htmlengEditorial Universidad Pedagógica Nacionalhttps://revistas.pedagogica.edu.co/index.php/RF/article/view/2830/2559https://revistas.pedagogica.edu.co/index.php/RF/article/view/2830/8342Burgos, D., & Griffiths, D (2005). E-learning specifications. An introduction. Last retrieved online 8 November2008 from http://hdl.handle.net/1820/547Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults.San Francisco, CA: Jossey-Bass.Dudeney, G., & Hocly, N. (2007). E-learning: online tea-ching and training. How to teach English with technolog y. Essex: Pearson LongmanFreeman, D. (1998). Doing teacher research: from inquiry to understanding. London: Heinle and Heinle PublishersGoold, A., Coldwell, J., and Craig, D. (2010). An examination of the role of the e-tutor in University Australasian. Journal of Educational Technology, 26(5), 704-16.Imel, S. (1998). Transformative Learning in Adulthood. ERIC Digest No. 200. Columbus. ERIC Clearinghouse on Adult Career and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University.Kolb, D. A. (1984). Experiential Learning: experience as the source of learning andevelopment. Englewood Cliffs, NJ: Prentice HallLopez, M. (2008). What teachers should know and do when becoming tutors of electronic environments. Academic talk given at the 43rd version of ASOCOPI Conference. UPTC. TunjaMaier, P., & Warren, A. (2000).Integr@ting Technology in Learning & Teaching: Practical Guide for Educators.New York, NY: RoutledgeMerriam, S. (1988). Case Study Research. San Francisco. Jossey-Nass PublishersNissena, E., & Teab, E. (April, 2012).Going blended: new challenges for second generation L2 tutors. Computer Assisted Language Learning, 25(2), 145-163O’Neil, D. (2007). How Distance Education Has Changed Teaching and the Role of the Instructor. Proceedings ISECON. V24 (Pittsburgh). Retrieved at http://proc.isecon.org/2007/2542/ISECON.2007.ONeil.pdf on March 29, 2014Stickler, U., & Hampel, R. (February, 2007). Designing online tutor training for language courses: a case study The Open University. UK Open Learning, 22(1), 75-85Taylor, E. W. (1998). The theory and practice of trans-formative learning: A critical review. Information series Nº 374. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State UniversityXiao, J. (November, 2012). Tutors’ influence on distance language students’ learning motivation: voices from learners and tutors. Distance Education, 33(3), 365-380.https://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial 4.0 InternationalFolios; No. 40 (2014): FoliosFolios; Núm. 40 (2014): jul-dicFolios; n. 40 (2014): jul-dicFolios; No. 40 (2014): jul-dicTutores virtualesAprendizaje electrónicoPlataformas electrónicasAmbientes virtualesEstudiantes electrónicos/virtualesE-tutorsE-learningE-platformsE-environmentsE-learnersThe challenges of becoming tutors at electronic environments.Los retos de llegar a ser tutores de ambientes electrónicos.Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a8520.500.12209/5617oai:repository.pedagogica.edu.co:20.500.12209/56172024-01-19 12:59:30.198Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.co

The challenges of becoming tutors at electronic environments.

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