The purpose of this research was to determine the profile of competencies required by the teacher as an online tutor for distance education at a higher level, which allow them to acquire skills to effectively carry out their activities with the use of new technologies through from Internet. It is framed in the specifically quantitative positivist epistemological approach, whose purpose is to describe, explain, control and predict knowledge. For the purposes of the case study, data collection techniques such as the survey and direct observation were applied, which could be validated using the statistical method known as Crombach's Coefficient and the validity of the content through the qualitative consultation technique directed to academic experts.The data produced by these instruments indicate that current teachers show psychological, pedagogical and communication skills during the encounters with the participants, however, they have deficiencies in terms of some technical capacities to be able to interact. However, they show skills using chat, forums, and email as communication tools. Likewise, a series of guidelines was proposed that describe the aspects related to the objectives, functions, tutorial styles, training and phases that are expected to be mastered by online tutors through components that develop elements related to metacognition and the incorporation of notions organizational dynamics of supervision and performance evaluation,rescuing the social representations incorporating the zone of proximal development, in order to be able to amplify the dimension of interactivity by which distance tutoring systems must be characterized.
Keywords: Profile, skills of the teacher, tutor and distance education.
to bstract:
The purpose of the following research paper was to determine the competence profile required in a professor as a tutor on-line for distance education in Higher Education, so that it allows him or her to acquire abilities to perform his / her activities more effectively, with the use of new technologies through the internet. It is based on the quantitative positivist epistemological approach, whose objective is to describe, explain, control, and predict knowledge. For effects of the research, surveys and direct observation were used as data collection techniques, which could be validated by the statistical method known as Crombach Coefficient, and the validity of the contents by means of the qualitative consultation technique addressed to academic experts. The data found in the instruments show the current professors psychological,pedagogical and communicative abilities during the encounters with the participants, however, they show deficiencies in some technical capacities to be able to interact. Nonetheless, they show abilities to use chats, forum, and e-mails, as communication tools. Also, a series of plans was proposed to describe aspects that are related to objectives, functions, tutorial styles, formation, and phases expected to be known well by the on-line tutors, through components that could develop elements related to metacognition and the incorporation of dynamic organizational notions of supervision and evaluation of performance, getting back again social representations, incorporating the proximity zone development, in order to be able to amplify the dimension of interactivity by which distance tutorial systems must be characterized.
Key words: Profile, competence of the professor, tutor and distance education.
i ntroduction
The teacher's competence profile as an online tutor is defined as the combination of strategies, activities and resources that act as mediators between a course and students, in order to increase the understanding of the teaching materials available within the virtual environment of learning, and consequently, their academic performance in the context of distance education.
In this way, the competence profile of the online tutor will promote the teacher's support for the student's work, both individually and in groups, in addition to providing greater information and understanding about the main difficulties that may arise at the time. to implement tutoring programs in universities that adopt this type of distance learning modality at a higher level.
In this sense, the competence profile of the online tutor will provide the teacher with skills to be able to carry out a didactic orientation towards the understanding and application of the contents addressed, motivating the student through a two-way communication, creating a friendly relationship and personal feelings through an electronic discourse, in coherence with the didactic objectives and content.
Justification
During the last decades, developing countries have agreed to grant incentives and resources to favor the expansion of their educational systems. For the sake of this purpose, a sustained effort has been made in which the various international organizations that operate at the global and regional levels have been equally committed together with them.
On the other hand, an indisputable achievement achieved as a result of this effort is the notable increase in school enrollment at education levels and the consequent increase in the respective budgets, whose amounts represent figures that today it is difficult to continue increasing with the same dynamics and speed that characterized its growth in previous years. This expansion of schooling, which for Latin America represented a figure of 56 million students between 1960 and 1980 according to Rivas (1987), will inevitably increase by the same amount in the coming decades if the same trends that have prevailed up to the present continue to be maintained..
If this happens, the economic problems of some countries will worsen and the possibilities of meeting such costs with conventional educational methods, corresponding to the demands of schooling generated by the tendency towards student overcrowding, will be reduced.
In this sense, distance education is considered today as an alternative that not only represents an advantageous educational modality to counteract the economic difficulties that currently condition the purposes of change, in which almost all developing countries are committed, but also constitutes a resource of incalculable political importance as an appropriate method to democratize the educational service more effectively, by allowing a greater expansion of the school universe, with less risk of diminishing the quality of the service.
Correspondence teaching is the first form that distance education takes. Tracing its origins, it is in the mid-nineteenth century when in Great Britain, Germany and the United States, persistent attempts are manifested, with the essential elements that characterize it today. This modality in Venezuela has been developed progressively since 1977, with the application at different levels of the system, thus initiating a continuous and growing process of experiences, which has included research and studies aimed at the formation of a doctrine, to the experimentation and systematic production of learning modules.
Likewise, assisting the consolidation in an environment of globalization, currently the progressive fusion of new technologies and the growing implementation of telematic networks, specifically the Internet, allow that currently most universities have brought important transformations on the way of learn and acquire knowledge.
It should be considered that specific studies and research show that, more and more, most university institutions of traditional open and distance learning organizations are making use of new interactive systems mediated by information and communication technology (ICTs).) as a new alternative for innovation.
Likewise, the participants are acquiring knowledge through new learning resources, based on different technological alternatives, currently called Virtual Learning Environments (EVa), (barajas, 2003), whose main characteristic is to allow synchronous and asynchronous interaction between the online tutor with participants.
Today, the Internet has emerged as the main tool for large audiences, facilitating communication between the actors involved in learning. Distance education projects motivated by university environments have used the internet to promote education to students who do not access campus regularly, offering applications such as email, distribution lists, Chat, forums, shared whiteboards and videoconferences, to facilitate communication of remote users, student and tutor online, one-to-one or one-to-many.
On the other hand, in the case of long-distance Latin American institutions, the student-tutor relationship is influenced by the fact that they use the scheme indicated by Peters (1983) of mass communication. This approach involves a system of mechanization work planning and streamlining of procedures, as well as the adoption of instruments to provide care to diverse people.
It is indisputable that the role of the online tutor in a distance system will be directly influenced by the way in which his abilities are defined, in other words, by the characteristics that differentiate him from a professor assigned to a face-to-face institution, even when, The selection of online tutors is based on the evaluation of their credentials or academic merits, ignoring their tutoring skills that they can demonstrate in the mediating role that they must perform.
Therefore, in the process of incorporating the use of information and communication technologies in education, the importance of the new relational framework in which teaching and learning activity takes place must be taken into account.: the EVA. It is a new medium for which new strategies must be developed. However, the same dynamics or teaching methodologies should not be used in the face-to-face relational framework as in the virtual one.
However, according to Torres (2004), currently it has been detected in teachers who work as online tutors in Venezuelan universities, weaknesses in terms of competences that can measure communicative, pedagogical, psychological and technical aspects to be able to have the ability to establish the learning objectives that students must achieve, as well as the methodology to achieve them, establish activities, debates and practices that contribute to consolidate the contents of the subject, adequately write the messages for students, stimulate participation and the follow-up of the continuous evaluation, the active participation of the students in the different activities of the course: debates, practices and continuous evaluation tests.
Strategies to define the profile of the online tutor
The term «competence» is approached with great interest both by the theories of cognitive development and by the theories of communication and, of course, by the approaches that arise from pedagogy to explain the guiding principles of the development of educational processes in students.
From the various educational sectors, the need to guide the design and implementation of the curriculum is promoted and promulgated from the criteria of the development of competencies. However, the idea of what a competence is also acquires different meanings, although it retains a common sense: development of performance possibilities in subjects.
Thus, the term competence is socialized with greater theoretical precision within linguistic theory, with the works of Chomsky (1956), when he assumed the category of linguistic competence to refer to the fundamental purpose of linguistic development in subjects. The competence, in this context, referred to a linguistic knowledge elaborated by the subject, which made it suitable for linguistic performance. Thus, competence became an abstract category, more important than performance, which defined the ideal speaker-listener (one who had control over the system and its production rules).
Likewise, with the passing of the years other authors continued to write and define the subject, so Fernández (1997) says that competencies constitute the totality and integration of behaviors, abilities, skills, knowledge, level of efficiency and effectiveness, thus as the degree or sufficient capacity that a person has to develop a production process.
Similarly, other authors speak and define the meaning of competencies, thus, Reuss (1997), points out that this term refers to acquiring, using, developing and sharing knowledge, skills and experiences to effectively perform work, and to that these can have a value, they must be put to use.
At the same time, HayGroup (1998) refers in a very explicit way that competences are motives, characteristic traits, self-concepts, skills or values, knowledge content, cognitive or behavioral abilities; that can be measured reliably, to demonstrate the particular qualities that distinguish the efficient worker from the poor.
All societies, at all times, have developed representations and values of the teacher and their pedagogical work. These representations express the social purpose associated with education and are justified through pedagogical doctrines at each historical moment.
For this, it is necessary to define an adequate profile to be able to carry out the tasks as teachers in the classroom; These skills have been perfected over time with different professional development courses for teachers, extension and development courses, diplomas, among others.
Alles (2005), states that a competency management model must be concise, reliable and effective and that to predict the success of a person in their position, a valid tool must be available, such as the competency profile.
The selection process begins with the collection of information necessary for its completion. This process is called a Profile. In this stage, the available information is collected to carry out the selection process, based on the fact that every organizational culture determines that, on occasions, a group of people may have similar skills; however, this does not imply that one person is the same as another.
When cardinal competencies are defined in an organization, all of its occupants are expected to have these competencies to some degree. Therefore each one will have their particularities, they are not equal persons; they only possess the same competencies to different degrees.
The society of the future requires teachers to face difficult and complex situations: concentration of high-risk populations, cultural diversification of the school public, extremely heterogeneous groups, multiplication of different places of knowledge and knowledge, access to positions in a provisional, fast and permanent cultural and social evolution, especially in young people, who have the feeling that there is no future and a kind of loss of the sense of knowledge or learning.
To understand the meaning and structural difficulties of the proposal for the professionalization of teachers, it is necessary to determine what are the demands that this transformation demands for a structural profession of knowledge accredited by degrees, autonomy in performance, academic prestige and social recognition.
Currently, among teachers, difficulties are expressed to reflect on what is being done, to project into the future, to anticipate certain situations and to capitalize on their experience. Teachers experience the transformation associated with the idea of loss and feelings of insecurity and uncertainty about the future.
On the other hand, the computerized and telematic world that surrounds the school and its teachers, forces to create "a bridge of meanings on the information path" as Namo de mello (1998) points out so that students are not run over by the quantity and variety of information that circulates through it. That is, the school must train students to select data, organize knowledge and take possession of it in order to use it ethically in their daily personal and social life.
The educational institution must conceive its task incorporating transdisciplinary activity to respond to the demands of contemporary scientific knowledge.
Now, will information technology be the element capable of making education something more than a simple transmission of knowledge? De mello (2004), argues that faced with this possibility, two types of challenge will have to be faced:
- Practice forms of management that strengthen the exercise of the creative initiative of the school, including information management.Resignify the instruments of pedagogical work: curriculum, teaching content, methods and profiles of teachers.
From this perspective, it is necessary to differentiate between the acquisition of knowledge and the construction of meanings and the role that the educator plays in both situations.
In the first case, it may be an individual activity, but the construction of meanings necessarily implies negotiation with others: family members, co-workers, teachers or anonymous interlocutors from the texts and the media; negotiation built on the basis of the ethical values of democracy, recognition of the other and respect for the facts and for this the presence of an educator is required.
Table 1. Indicators for the Online Tutor
| Definition | Dimensions | Indicators |
| The competence profile of the online tutor is the group of skills that, by associating the required level of mastery, set by the organization's experts, becomes the standard of comparison for the teacher responsible for the execution. Reflects
superior performance and describes the added value that the application of that knowledge gives to the organization. |
Current competencies | Abilities
• Pedagogical • Psychological • Techniques • Communicative |
| Communication strategies | Tools
Synchronous: • Chat • Slates Shared • Videoconferences Tools Asynchronous: • Discussion Forum |
|
| Skills to perform with the computer | Cognitive
• Analyze / Identify • Compare / Contrast • Synthesize / Articulate Metacognitive: • Planning • Monitoring • Targeting • Flexibility |
|
| Attitudes required by the online tutor | • Affective
• Behavioral |
|
| Author: Urdaneta (2007) |
Model of the teacher's competence profile as an online tutor for distance education
Tutorial actions facilitate the orientation of student learning through mediated dialogue and the use of new technologies. The tutorial area corresponds to the interdiscipline represented by the psychosociological approach to distance education, aware that in these pedagogical-oriented actions, as for other factors, the previously ruled limits existing between face-to-face and distance education, today are increasingly undefined, precisely because of the greater emphasis given to the topic of dialogue and interactivity, where new technologies can help to cover key aspects.
A model of the teacher's competency profile as an online tutor for distance education is described below, based on the results and the contributions of the theories cited in this research.
Fundamental objective
Develop in higher education teachers the pedagogical, psychological, communicative and technical competencies that they require to act as tutors of Virtual Learning Environments.
Specific objectives:
Prepare the teacher as a mediator of the self-learning process, so that students can make use of the available means and instructional strategies in the context of their particular learning situation.
Foster skills in the teacher to explain and stage the teaching-learning processes required in the virtual mode.
Prepare the teacher with the skills to address clearly, consistently and in a timely manner, using new information and communication technologies.
Generate skills in the efficient management of communication tools, documentation, planning and evaluation of the virtual classroom and the technological environment, which allow an efficient administration of the same.
conceptualization:
The competence profile of the online tutor defines the role of the teacher as the temporary support provided to students, to allow a real or virtual space, in which they execute a level of potentiality for their learning.
Therefore, the online tutor is able to constantly monitor the progress of the students in various ways, so that they carry out their activities by themselves, at the time that the learning is carried out in the space between what that the participant knows and must do, what they actively select and process through a didactic guide, as meaningful information, to build a new concept and develop new skills.
The actions of the online tutorials are defined by their ability to focus the orientation of the autonomous learning of the distance student, in the case of a two-way communication process that can go from the most distant or virtual to the closest, carrying out a process self-regulated learning
This trait refers to the metacognitive aspects, and for it to be truly effective, it is necessary for students to be able to monitor their own knowledge construction and skills acquisition processes.
Online tutoring should involve a two-way mediated didactic communication, in order to generate and maintain, through different languages, moore (1991), greater autonomy or independence of the learner.
In this way, learning is not defined as an exclusively mental process, but as essentially distributed activities that require collaboration, dialogue and interaction with other participants, tutors, and other resources that today are directly linked to the use of new technologies. of information and communication, within the social and cultural context.
Basic functions of online tutorials:
These are didactic roles of technological and psychosociological extension that make up the framework of the practical theoretical work and expectations of the orientation, mediation and help in the construction of the knowledge of the learner. The functions it must perform are defined below:
- The didactic orientation for the understanding and application of the contents addressed, the administration and the help of acquisition of study habits (cognition and metacognition strategies) of communication (including the NTIyc).The evaluation, as a follow-up of the student, through the correction of practical work, field work, among others. Advice or academic advice on bibliography, to improve learning management. Motivational support.
Tutorial styles:
There are various types of tutorial development. The most common or traditional according to Rogers, is part of unstructured didactic facilitation (which in this case is considered the most improvised) for the orientation of student learning. In practice, this psychopedagogical work, although experientially very useful, turns out to be a very vague frame in terms of the specific contents that cannot be deepened.
The online tutor must plan the realization of the tutorials and activities that are carried out with the participants online, through long, interdisciplinary sessions and the integration of group work in a mediated way through the Web, applying virtual workshops, where the application of the contents is discussed and integrated, the understandings are articulated, so that the pedagogical approaches are more planned and stabilized.
Thus, it is possible to delimit the directional objectives, defining the contents to be addressed, what will be done, how, with what and through which cognitive and metacognitive strategies the online tutorials will be implemented, constituting a technological and didactic challenge with the aim of strengthening solidarity, the collective production of knowledge, the pedagogical autonomy of those who learn individually and as a team, through technological convergence.
Within this more planned tutoring framework, the professionalism component aims to strengthen the consideration of tutors as education professionals, immersed in current times of accelerated changes and transitions of educational paradigms, with all that this implies. For all this, it will be necessary to develop several elements related to metacognition, the incorporation of notions of organizational dynamics in function, supervision and performance evaluation: all of them linked to the development of communication skills, leadership, negotiation, problem solving, as constant elements in every learning situation.
Thus, the development of tutorial actions in distance education does not necessarily imply the teacher who gives a class, although some of its features of face-to-face education may be included, making it very important to rescue some social representations incorporating the development zone next, in order to be able to amplify the dimension of interactivity by which distance tutorial systems must be characterized.
Online tutor training:
To activate the actions of online tutorials, it is necessary to take into account the following recommendations:
- Select future tutors of the distance program, trying to observe the origin of the disciplinary area of the program and the experience that the candidate has in unconventional teaching systems or their genuine desire to join a new one. Train them in the profile of the expected roles and in the dismantling of social and pedagogical representations moderately in force in the current educational culture (in the case of people from the educational area or the specific content of the subject) through workshops, simulations, laboratories, where it is intended to address, internalize, understand and experience the role and controls related to the pedagogical orientation and the format that media interactivity implies.
In this way, training in the exercise of these roles aims to design valid teaching and learning situations for their training and which will then be replicated with distance students.
Is about:
- motivate, build confidence and anticipate their self-esteem, and then that of the student, to face the requirements that distance study implies, help them to overcome eventual difficulties in order to understand the meaning of a student remaining and moving forward respecting their cognitive style and personal rhythm, favoring it with didactic activities, to achieve a balanced development, through distance study. Promote the experience of two-way communication, anticipating the formulation of questions, developing listening skills, providing feedback. advise in the use of different bibliographic and content sources,In order to encourage their intellectual and practical work strategies (cognitive and metacognitive) and media interaction through the use of new information and communication technologies Propose the continuous performance of diverse contentions to the student, for example, through supervision and continuous correction of the works informing them about their achievements and problems, or otherwise, inviting them to participate or find out why they do not make the tutors aware of the need to monitor and evaluate their training space for their future performance, as well as attending recycling sessions, which it is advisable to carry out, in the form of workshops.through continuous supervision and correction of the work informing him about his achievements and problems, or otherwise, inviting them to participate or find out why he does not make the tutors aware of the need to monitor and evaluate their training space to their future performance, as well as attending recycling sessions, which it is advisable to carry out, in the form of workshops.through continuous supervision and correction of the work informing him about his achievements and problems, or otherwise, inviting them to participate or find out why he does not make the tutors aware of the need to monitor and evaluate their training space to their future performance, as well as attending recycling sessions, which it is advisable to carry out, in the form of workshops.
Phases of the online tutor competency profile
In order to gather the fundamental characteristics to take into consideration for the exercise of the tutorial role, it is necessary to implement a distance educational program that contains the following foundations in each phase. See table Tutorial program for distance education at higher level
A tutorial program is understood as the combination of strategies, activities and resources that act as mediators between a course and the student, with the aim of increasing the understanding of the teaching materials, and consequently increasing their academic performance in the context of the system. distance education. In this sense, an analysis is made of the objectives of the tutorials, roles and functions of the tutorial program proposed in this research, considering for this the creation of a more individualized environment helping students overcome their initial adaptation problems, so that they identify more with the institution at a distance and remain within the system until they have satisfactorily completed their studies.
The main implication of this is that, in addition to providing them with a package of self-instructional materials, there is a need for personal advice, advice, interpretations and mediations that help the student and also facilitate their adaptation to the distance education system.
In this sense, the tutor is considered an important element in the communication network that links the student with the remote institution. Next, reference is made to the description of the aspects of the proposed tutorial program within the institutional context as a frame of reference. See table 3
Table 3. Tutorial program for distance education at higher level
| SPECIFIC OBJECTIVES | ONLINE TUTOR ROLES | ONLINE TUTOR FEATURES |
| • Make sure the student understands the ideas and arguments presented in the course units and syllabi.
• Ease the student's academic difficulties. • Help the student to make appropriate use of the instructional means and strategies available in their particular learning context. • Provide feedback to the evaluation system that controls the teaching-learning process. |
• Counselor,
motivator • Facilitator. • Mediator. • Academic advisor co. • Learning evaluator. • Evaluator. |
• Help the student organize study patterns, become familiar with teaching methods, and make decisions about courses to choose from.
• Attend student inquiries about teaching materials. • Correct, rate and discuss assessment tests remotely. • Advise and guide the student. • Advise students regarding to the conduct and study habits most recommended for studying at a distance. • Serve as an intermediary between students and the institution. |
| Source: Urdaneta, Aguirre (2007) |
c onclusions
Taking into consideration the results obtained in the study and the descriptive analysis of the variable and objectives of the research, the following conclusions were formulated, in order to determine the teacher's competency profile as an online tutor for distance education, at Upper level.
Regarding diagnosing the competences possessed by online tutors who work in distance education, in the population studied it was observed that those with the highest incidence of application during online counseling were psychological competencies, followed by abilities pedagogical and communicative. However, it was possible to detect that there are weaknesses in terms of technical skills according to the opinion of the students themselves and the teachers.
In relation to identifying the knowledge of teachers about the communication tools used in distance education, it was observed that chat and email are the most used means of communication to establish contact between the tutor and the student. After these there is the discussion forum, which is the tool that allows them to discuss the most important aspects of the teaching material, in this case generating a form of discussion about that material in an asynchronous way, allowing the teacher to make individualized feedback and in general way to all participants of this virtual learning environment community. The tool with the least degree of use is the shared whiteboard.
With regard to detecting the skills required by teachers to perform as an online tutor through the computer, it was detected that current teachers who fulfill the role of online tutor have a greater ability to analyze and identify the meanings of greater semantic load and degree of communicative dynamism. Likewise, good disposition was evidenced, in general, in terms of making flexible, focusing, monitoring, planning, synthesizing and comparing, however, it was possible to detect that there are weaknesses in terms of their capacities to articulate and disposition to ensure that the participants delve into the content of the subject.
When inquiring about the attitudes that an online tutor must demonstrate in their interaction with participants through the computer, it was demonstrated that there is a satisfactory level of this practice, both behavioral and affective; However, a part of the sample was denoted in an intermediate stratum that considered to be neutral in terms of the personalized and collaborative follow-up that is intended in this type of education.
In general, when determining the competence profile of the teacher as an online tutor, it can be stated that the skills analyzed in this research exist in a high range; however, there are some deficiencies with respect to some of the indicators under consideration in this study, which have already been mentioned previously.
recommendations
It is recommended that university institutions of higher education (IES) develop the instructional design of each of the modules that must conform the profile of skills proposed for the training of the teacher as an online tutor, taking into account the guidelines and theories that support current competences within the framework of distance education.
Likewise, it is proposed that universities incorporate training modules for teachers, to promote technical competencies in terms of mastering Internet browser tools, file management, graphic elements, search, plugins and the different communication tools that are available to them. they will allow to maintain an effective communication through the computer.
It is suggested that HEIs with distance education programs evaluate the criteria for assigning the workload of the tutors, so that they act as true mediators of the teaching-learning process, taking into account that the relative value of the teaching functions, evaluative and administrative to be met by the tutor must be weighted, in terms of the needs of the students. Therefore, the number of hours should be based on a reasonable and objective estimate of the average time required to effectively fulfill the tasks to be performed, the requirements of the course, and the number of students to attend.
On the other hand, it is urged that criteria be taken into account to select tutors based on elements that can measure their academic credentials, that demonstrate the professional competence of the tutor in a particular field of study, as well as the tutorial skills in terms of willingness to the performance of their role to initiate and maintain a personalized and motivating tutorial action with the student, within a climate of respect and mutual acceptance.
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