Perception of virtual students (professional undergraduate) about the role of the virtual teacher: Case UNAB

Abstract

The present work seeks to identify the perceptions that undergraduate students have in Business Administration, Public Accounting and Literature about the virtual teacher in relation to the pedagogical model of the UNAB. The theoretical framework is based on the vision from the global and national context of the conception of a large number of authors regarding the meaning of the incorporation of information and communication technologies in the field of education, in a special way in the form how the teacher works and his functions in front of this type of education. Finally, it focuses on the pedagogical model of Virtual UNAB, theoretical core of the present work. The research concludes that the teaching actions associated with the organizational role and the intellectual role are those that contribute the most in their performance as virtual students.