In an era defined by digital transformation, higher education institutions are continually adapting to new teaching landscapes, marked by technological integration and pedagogical innovation. The rise of virtual environments for collaborative learning presents unique challenges and opportunities for university faculty, demanding not only tech-savvy but also a new pedagogical skill set to effectively foster and manage online collaborative dynamics.
This article, authored by Núria Hernández-Sellés from the Centro Superior de Estudios Universitarios La Salle, Spain, alongside Pablo-César Muñoz-Carril and Mercedes González-Sanmamed from Spanish universities, delves into the essential roles that educators must adopt to thrive in these digital forums.
The study explores the varied tasks and roles that university teachers undertake within collaborative learning frameworks in virtual settings, shedding light on the types of roles that are most valued by students and their critical impact on the learning process.
Conducted across five undergraduate courses, the research employs a quantitative methodology to gauge the effectiveness of online collaborative strategies and how they're perceived by over a hundred participating students.
The findings underscore the necessity for educators to embody multiple roles—ranging from facilitators and tech experts to evaluators and mentors—to enhance the collaborative learning experience.
This introspective look into virtual teaching strategies offers educators actionable insights into optimizing their digital classrooms for enhanced student interaction and learning outcomes.
YOU CAN CONSULT THE FULL ARTICLE HERE (have it fully translated with the translator button at the top)
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How to cite: Hernández-Sellés, N., Muñoz-Carril, P.-C., & González-Sanmamed, M. (2023). Higher Education Teacher’s Roles in Collaborative Learning Processes in Virtual Environments. RIED-Revista Iberoamericana de Educación a Distancia, 26(1), 39–58. https://doi.org/10.5944/ried.26.1.34031
