A Framework for Assessing Institutional Conditions of Online Teaching
The purpose of the paper is to present a validated analytical framework for assessing the institutional conditions of online teaching in higher education. A descriptive study was performed using content analysis techniques, interviews and focus groups. The method included theory, fieldwork, and acad...
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| Autors principals: | , , , |
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| Format: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicat: |
REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
2018
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| Matèries: | |
| Accés en línia: | https://redie.uabc.mx/index.php/redie/article/view/2072 |
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| Sumari: | The purpose of the paper is to present a validated analytical framework for assessing the institutional conditions of online teaching in higher education. A descriptive study was performed using content analysis techniques, interviews and focus groups. The method included theory, fieldwork, and academic teamwork, and an intersubjective consensus was sought between various teams of participants (expert researchers, basic and specialized users of online teaching) who assessed the clarity, relevance, coherence, and adequacy of dimensions and indicators. As a result, a framework was developed including seven dimensions: institutional policy, institutional organization, institutional regulations, institutional plans and programs, online educational model, teachers’ working conditions, and infrastructure and equipment. The work concludes by supporting the use of the proposed framework as a guide for self-assessment of institutional conditions that further the quality of online teaching. |
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