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Improving Students’ Competencies through Perception of Mentoring in an Online Master of Teaching Training

Received: 30 March 2016    Accepted: 8 June 2016    Published: 3 September 2016
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Abstract

This work aimed to learn online higher education students’ perception of mentoring and to know how it should be planned in virtual environments to favor student learning. With these new environments, the mentoring process needs to be reconceptualized which can, in turn, be adapted to the online teaching format, attending to its specific use to enhance the capabilities of the professionals. Based on this eminently quantitative methodology, students’ perception was sought by means of teaching evaluation questionnaires that students completed at the end of each subject. The results indicated that students favorably perceived the way the mentoring models were considered, and no significant differences were found among variables, e.g. specialized subject taught or questionnaire items.

DOI 10.11648/j.ss.s.2016050601.12
Published in Social Sciences (Volume 5, Issue 6-1, December 2016)

This article belongs to the Special Issue Re-Imagine Education for Social Improvement

Page(s) 7-13
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Information and Communication Technologies, Mentoring, Students’ Perception, Online Programs, Social Improvement

References
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[2] Andrés Besolí and Olatz López. Formación online y tutorización virtual: Hacia una nueva forma de interacción educativa y comunicativa. Virtual Educa. Madrid. 2001.
[3] Florentino Blázquez. Sociedad de la información y educación. Junta de Extremadura. Consejería de Educación, Ciencia y Tecnología. Mérida. 2001.
[4] Comisión Europea. Competencias clave para el aprendizaje permanente: un marco de referencia europeo. Luxemburgo: Oficina de Publicaciones Oficiales de las Comunidades Europeas, 2007.
[5] Jacques Delors. La educación encierra un tesoro. Informe a la UNESCO de la Comisión Internacional sobre la educación para el s. XXI. Madrid, Santillana. 1996
[6] Aana García Valcárcel. La tutoría en la enseñanza universitaria y la contribución de las TIC para su mejora. RELIEVE 14 (2), 1-14. 2008.
[7] D. Randy Garrison and Terry Anderson. El e-learning en el siglo XXI. Investigación y práctica. Barcelona: Octaedro. 2005.
[8] Mercè Gisbert. El nuevo rol del profesor en entornos tecnológicos. Acción Pedagógica. Vol. 11, no 1, pág. 48-59. 2002.
[9] Cristina Jenaro, Noelia Flores, Raquel Poy, Francisca González-Gil y Elena Martín. Pastor. Metodologías docentes en la educación superior: Percepciones del profesorado sobre su importancia y uso. Revista de Enseñanza Universitaria, no 39. 2013.
[10] Swapna Kumar, Melissa Johnson and Truly Hardemon, T. Dissertations at a Distance: Students’ Perceptions of Online Mentoring in a Doctoral Program. International Journal of E-Learning & Distance Education, vol. 27, no1. 2013.
[11] Ma del Carmen Llorente. El tutor en E-learning: aspectos a tener en cuenta. Edutec Revista Electrónica de Tecnología Educativa, 20. 2006.
[12] Michael Grahame Moore. The Theory of Transactional Distance. In M. G. Moore (Ed.) (2007) The Handbook of Distance Education. Second Edition. Mahwah, N. J. Lawrence Erlbaum Associates. pp. 89–108. 2007.
[13] Marcia Padilha. Tipo de indicadores: una mirada reflexiva. En Carnero R.; Toscano, J. C.; Díaz, T. (Coords) (2011). Los desafíos de las TIC para el cambio educativo. Metas Educativas 2021. Organización de los Estados Iberoamericanos para la Educación, la Ciencia y la Cultura. Fundación Santillana. 2011.
[14] Claudia Marisa Pagano. Los tutores en la Educación a Distancia. Un aporte teórico. Revista de Universidad y Sociedad del Conocimiento (RUSC), 4 (2), 1–11. 2008.
[15] Rena M. Palloff, and Keith Pratt. The Excellent Online Instructor: Strategies for Professional Development. San Francisco: Jossey-Bass. 2011.
[16] Noemí Rodríguez. El tutor frente a la educación a distancia: conceptos, funciones y estrategias tutoriales. Revista de Educación, Cooperación y Bienestar Social, número 3. 2014.
[17] Cristina Sánchez y Almudena Castellanos. Las competencias profesionales del tutor virtual ante las tecnologías emergentes de la sociedad del conocimiento. Edutec. Revista Electrónica de Tecnología Educativa, número 40. 2013.
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[20] Jesús Valverde and Ma del Carmen Garrido. La función tutorial en entornos virtuales de aprendizaje. Revista Latinoamericana de Tecnología Educativa. Volumen 4, número 1. 2005.
Cite This Article
  • APA Style

    Ana Rodríguez Martín, Vicente Gabarda Méndez. (2016). Improving Students’ Competencies through Perception of Mentoring in an Online Master of Teaching Training. Social Sciences, 5(6-1), 7-13. https://doi.org/10.11648/j.ss.s.2016050601.12

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    ACS Style

    Ana Rodríguez Martín; Vicente Gabarda Méndez. Improving Students’ Competencies through Perception of Mentoring in an Online Master of Teaching Training. Soc. Sci. 2016, 5(6-1), 7-13. doi: 10.11648/j.ss.s.2016050601.12

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    AMA Style

    Ana Rodríguez Martín, Vicente Gabarda Méndez. Improving Students’ Competencies through Perception of Mentoring in an Online Master of Teaching Training. Soc Sci. 2016;5(6-1):7-13. doi: 10.11648/j.ss.s.2016050601.12

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  • @article{10.11648/j.ss.s.2016050601.12,
      author = {Ana Rodríguez Martín and Vicente Gabarda Méndez},
      title = {Improving Students’ Competencies through Perception of Mentoring in an Online Master of Teaching Training},
      journal = {Social Sciences},
      volume = {5},
      number = {6-1},
      pages = {7-13},
      doi = {10.11648/j.ss.s.2016050601.12},
      url = {https://doi.org/10.11648/j.ss.s.2016050601.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ss.s.2016050601.12},
      abstract = {This work aimed to learn online higher education students’ perception of mentoring and to know how it should be planned in virtual environments to favor student learning. With these new environments, the mentoring process needs to be reconceptualized which can, in turn, be adapted to the online teaching format, attending to its specific use to enhance the capabilities of the professionals. Based on this eminently quantitative methodology, students’ perception was sought by means of teaching evaluation questionnaires that students completed at the end of each subject. The results indicated that students favorably perceived the way the mentoring models were considered, and no significant differences were found among variables, e.g. specialized subject taught or questionnaire items.},
     year = {2016}
    }
    

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Author Information
  • Universidad Internacional de Valencia, Valencia, Spain

  • Universidad Internacional de Valencia, Valencia, Spain

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