<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962021000401043</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La presencia social del facilitador en la educación en línea. Buenas prácticas]]></article-title>
<article-title xml:lang="pt"><![CDATA[A presença social do facilitador na educação online. Boas práticas]]></article-title>
<article-title xml:lang="en"><![CDATA[The Social Presence of the Facilitator in online education. Good practices]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mijares Nuñez]]></surname>
<given-names><![CDATA[Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Pinar del Río Hermanos Saíz Montes de Oca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>4</numero>
<fpage>1043</fpage>
<lpage>1053</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962021000401043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962021000401043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962021000401043&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La educación en línea, virtual o a Distancia, es aquella modalidad de enseñanza que se constituye en un diálogo didáctico mediado por el uso de las Tecnologías de la Información y las Comunicaciones, que favorece mayor flexibilidad y la personalización del aprendizaje. Enseñar inglés en un entorno en línea implica necesariamente crear un sentido de presencia social del facilitador. Este concepto significa el estado o la actitud de estar atento a los participantes, disponible, de apoyarles y permanecer emocionalmente conectado y comprometido, verdaderamente interesado en el aprendizaje y en el crecimiento integral de su personalidad. El propósito de este artículo es compartir algunas buenas prácticas que han funcionado en La Universidad Abierta para Adultos de la República Dominicana, institución líder en Educación a Distancia. Se aplicó una encuesta en línea a una muestra de ocho destacados facilitadores de inglés en dicha institución, que contenía una lista de estrategias, resultado de una extensa revisión de la literatura, referidas a la Presencia Social del Facilitador y procedimientos populares para promover la colaboración y la interactividad en las clases sincrónicas en línea. Los resultados indicaron el uso generalizado de estrategias que favorecen la preparación previa al curso, la comunicación, la colaboración, la interactividad y la evaluación formativa efectiva. Se identificó complementariedad entre las estrategias que favorecen la presencia social del facilitador y los procedimientos utilizados en las clases sincrónicas virtuales. Haber identificado estas buenas prácticas podría ayudar a otros facilitadores a promover la conexión emocional facilitador-participante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A educação online, virtual ou a distância é aquela modalidade de ensino que se constitui em um diálogo didático mediado pelo uso das Tecnologias da Informação e da Comunicação, o que favorece uma maior flexibilidade e personalização da aprendizagem. Ensinar inglês em um ambiente online implica necessariamente em criar um senso de presença social para o facilitador. Este conceito significa o estado ou atitude de estar atento aos participantes, disponível, apoiando-os e mantendo-se emocionalmente ligados e empenhados, verdadeiramente interessados na aprendizagem e no crescimento integral da sua personalidade. O objetivo deste artigo é compartilhar algumas boas práticas que funcionaram na Universidade Aberta para Adultos da República Dominicana, uma instituição líder em Educação a Distância. Uma pesquisa online foi aplicada a uma amostra de oito facilitadores de inglês de destaque na referida instituição, que continha uma lista de estratégias, resultado de uma extensa revisão da literatura, referente à Presença Social do Facilitador e procedimentos populares para promover a colaboração e interatividade em aulas síncronas online. Os resultados indicaram o uso generalizado de estratégias que favorecem a preparação pré-curso, a comunicação, a colaboração, a interatividade e a avaliação formativa eficaz. Identificou-se complementaridade entre as estratégias que favorecem a presença social do facilitador e os procedimentos utilizados nas aulas virtuais síncronas. A identificação dessas boas práticas pode ajudar outros facilitadores a promover a conexão emocional facilitador-participante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Online, virtual or Distance Education refers to that model of teaching which consists in a didactic dialogue, mediated by Information and Communication technology, that favors greater flexibility and personalization of learning. Teaching English in a virtual context implies necessarily creating a sense of Teacher Social Presence. This concept refers to the state or attitude of being aware of the participants, available, supportive and keeping emotionally connected and committed, truly interested in learning and personality growth. The purpose of this article is to share some good practices that have worked in the Open University for Adults, a leading Distance Education institution in the Dominican Republic. A Google forms survey was applied to a sample of eight facilitators. The survey consisted of a list of strategies, resulting from an extensive Literature review, which referred to teacher social presence and popular procedures to promote collaboration and interactivity in synchronous virtual classes. The results indicated the generalized use of the strategies that favor the previous preparation to the course, communication, collaboration, interactivity and effective formative assessment. Complementary relations were identified between the Teacher Social Presence strategies and the procedures used in the online synchronous classes. Having identified these good practices could help other online facilitators to promote a facilitator-participant emotional connection.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[buenas prácticas]]></kwd>
<kwd lng="es"><![CDATA[educación en línea]]></kwd>
<kwd lng="es"><![CDATA[presencia social del facilitador]]></kwd>
<kwd lng="pt"><![CDATA[boas práticas]]></kwd>
<kwd lng="pt"><![CDATA[Educação online]]></kwd>
<kwd lng="pt"><![CDATA[presença social do facilitador]]></kwd>
<kwd lng="en"><![CDATA[good practices]]></kwd>
<kwd lng="en"><![CDATA[online education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Social Presence]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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