Self-perception of competence for online education in higher education teachers
Abstract
Nowadays, it is essential for higher education faculty to develop competencies for working in virtual environments in order to effectively support students who are learning through this modality. Based on this need, the objectives of this study were: (1) to analyze the self-perceived level of online teaching competence among faculty members at a higher education institution, and (2) to examine its relationship with variables such as gender, academic degree, and teaching experience. The research followed a quantitative approach with a descriptive, cross-sectional, and retrospective study design. The results showed that faculty members require training in areas such as technological proficiency for virtual environments, online mentoring, and effective teaching strategies for both synchronous and asynchronous modalities.
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