As distance education gains traction, particularly in asynchronous online formats, the study presented in this article explores how the facilitating role of the teacher impacts academic outcomes at the Professional Institute IACC, Chile.
This analysis focuses on students' perceptions of teacher intervention and its correlation with academic performance across various subjects, providing a detailed view of how virtual teaching methodologies affect learning.
The research employs a mixed methodology that includes techniques such as data mining and survey studies to analyze the responses of 31,240 students.
This approach not only identifies the effectiveness of teaching strategies but also their acceptance among students. The importance of cordiality, the quality of supplementary materials, the relevance of responses, and detailed feedback are highlighted as key factors that either enhance or hinder the educational process.
This study contributes to the debate on the quality of virtual education and proposes enhancements towards a more inclusive and adaptive educational model that meets the needs of a diverse and evolving student body.
YOU CAN ACCESS THE FULL ARTICLE HERE
---
How to cite: Romero Alonso, R., Valenzuela Gárate, J., & Anzola Vera, J. J. (2023). The Facilitating Role of the Teacher in Asynchronous Online Training and Academic Outcomes: An Exploratory Study. RIED. Revista Iberoamericana de Educación a Distancia, 26(1), 83–100. https://doi.org/10.5944/ried.26.1.33982
