La comunicación en línea para el desarrollo profesional docente.

  1. Carmen Rodríguez Wangüemert Zuzendaria
  2. Humberto Hernández Hernández Zuzendarikidea

Defentsa unibertsitatea: Universidad de La Laguna

Fecha de defensa: 2016(e)ko urtarrila-(a)k 28

  1. María Luisa Sevillano García Presidentea
  2. María Pilar Matud Aznar Idazkaria
  3. María Angeles Pascual Sevillano Kidea
  1. Ciencias de la Comunicación y Trabajo Social

Mota: Tesia

Teseo: 404462 DIALNET lock_openRIULL editor


ABSTRACT: Effective ways of improving university quality assurance requires finding ways of staff development. By Compendium, this Doctoral Dissertation presents fifty research publications about online communication for faculty development. The rapid growth of online learning has led to the development of faculty inservice evaluation models that are geared towards the demands of quality improvement of degree programs. Studies show learning assessment of curriculum and teaching capacities in staff performance portfolios through an innovative online program of faculty development and the role of mentoring. Online education is used for a variety of purposes in higher education. Two of those ends are the improving of one’s performance over time and the elucidation of professional development within the context of online teaching and learning. Relying on data from some online staff development courses, all publications explore online faculty learning through the lens of staff development theory. This theoretical perspective emphasizes the universities’ quality assurance contexts and offers an empirical examination of the ways that faculty members learn curriculum and teaching capacities in online staff development programs. At the core of this analysis is the contention that faculty members interpret and respond to quality teaching, whenever Internet training courses are designed, implemented and evaluated. All publications illustrate online excellence programs basedon the European quality assurance model for improving participants’ criteria, standards and indicators of formative programs. The results of applying this model indicate the convenience of quality policies that help evaluators’ competencies for improving formative programs. Finally, a comprehensive view of the attitudes of university teachers to their teaching and their association with the perceptions of students on classroom learning environment is included.