Incorporating virtual activities in Higher Education: a mathematical model for describing teachers according to their skills

Abstract

Teachers must innovate in their practices to incorporate virtual activities at the university. They must develop teaching skills related to their own preparation and attitude towards virtual education. This paper presents a model designed to quantify some manifestations of the preparation and attitude which are necessary to create environments for online distance education. This model has been applied to data processing from CAECE and UNMDP Universities. Some conclusions are presented here. The following indicators were taken to define faculty preparation: level of use of ICT, training and experience on virtual education and mastery of computing tools. In order to calculate the attitude towards virtualization it was necessary to define the following indicators: level of interest in the use of ICT, interest in virtual training, stance on relationship with ICT and stance on virtual education.