Abstract
Distance Learning (DL) is defined here as a teaching mode in which knowledge construction is mediated through the use of technology. In this teaching mode, tutors play a central role as they are responsible for mediating the debate between teachers and students. Keeping in mind that tutors' performance is an important criteria to assess the quality of DL, the present study aims at identifying which variables among the ones present in the international literature should be taken into consideration when developing a framework to assess tutors' performance in DL. This is an exploratory and descriptive study, and it relies on documents and secondary data, using a systematic and structured procedure to collect data. The results identify 25 variables that should be included in a framework to assess tutors' performance, and these variables are classified into three categories: personal characteristics, technical skills, and job description. Furthermore, the study indicated the importance of variables related to the assessment of other elements in DL (virtual learning environment, teacher, students, and coordination).
Published Version
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