Quality teaching in online higher education: the perspectives of 250 online tutors on technology and pedagogy

Dimitrios Vlachopoulos, Agoritsa Makri

Research output: Contribution to journalArticleAcademicpeer-review

3 Citations (Scopus)
14 Downloads (Pure)

Abstract

Over the past few decades, education systems, especially in higher education, have been redefined. Such reforms inevitably require reconsideration of operational notions and definitions of quality, along with a number of related concepts. This reconsideration aligns with the core of higher education reforms: improving efficacy and compatibility with emerging social demands while adapting to competitiveness and accountability trends. As primary players in the teaching and learning process, online tutors have a protagonistic role and, therefore, must be equipped with a suitable set of competencies and attributes in addition to content knowledge. This quantitative research aims to analyze the perceptions of 250 online tutors working in European higher education institutions, distributed in 5 knowledge areas: Business, Education, Humanities, Sciences and Health. This descriptive and exploratory nonexperimental study reveals the technological and pedagogical skills and competencies that online tutors consider fundamental for effective online teaching and proposes professional development actions to ensure quality online teaching.

Original languageEnglish
Pages (from-to)40-56
JournalInternational Journal of Emerging Technologies in Learning
Volume16
Issue number6
DOIs
Publication statusPublished - 30 Mar 2021

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