Competencies of Virtual Professors in Puerto Rico: Mix Methods Approach

Alice J. Casanova Ocasio, Zaida Vega Lugo
2015 International Journal of Educational Excellence  
This article presents the profile of a sample of 145 Puerto Rican professors engaged in virtual education. A mixed study was conducted following Creswell (2013a Creswell ( , 2008b , Plano (2011), Hernández, Fernández and Baptista (2006) , Tashakkori and Teddlie (2009) mixed integration method. A concurrent triangulation strategy was used to cross-validate findings of quantitative and qualitative data collected concurrently. The profile was produced from the adaptation and validation of the
more » ... idation of the Virtual Teacher Competence Scale (COMDOVIR, for its Spanish acronym) developed by Ruiz (2010) , a measurement scale used to assess four dimensions of virtual teaching: pedagogical, technological, interpersonal and managerial; and the validation of the Virtual Teaching Competencies Questionnaire (VTCQ:AC for its Spanish acronym) created by Casanova (2014) and her mentor to assess the said four (4) dimensions from the voice of the participants. The validity and reliability of the first instrument showed a coefficient α = .956, administered to a sample of virtual professors belonging to the main guild grouping these professionals in the Puerto Rican Distance Education Association (APAD, for its acronym in Spanish). Content validity conducted using expert panel judgment following Lawshe (1975) approach resulted in 47 items retained of Ruiz' (2010) original instrument with minimal lexical semantic changes and four (4) validated open ended questions sets of the Virtual Teaching Competencies Questionnaire developed by Casanova (2014). Meta-inferences on the virtual faculty profile are presented based on the triangulation of quantitative and qualitative data in this mixed method study. Results provided evidence of the reliability and validity of both instruments to assess the competencies of Puerto Rican professors engaged in virtual teaching and its usefulness to institutions of higher education as valid and reliable screening tools for hiring virtual education professors and as assessment tools to assess faculty development needs regarding virtual education teaching competencies.
doi:10.18562/ijee.2015.0006 fatcat:wobi22woyjcsvgg2af7qrme74e