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Assessment of learning in distance education means

responsibility and autonomy to show a student participating in distance education check the scope of their accomplishments and goals during the course of his process teaching - learning. Key factors in this process are constant motivation tutor and parameters established in the course, will depend on these two factors, the influence on performance and continued participation of its students, the interaction of their experiences and ideas into synchronous (chat, video conferencing, telephone systems) and asynchronous (forums). These interventions are expected to be of quality and a significant turnout. The tutor to guide the process should keep track of each activity and feedback either individually or in teams, there reflects the way they respond to the activities recorded.

Another element of individual assessment in distance education is online surveys, and technical requirements must have a platform for this type of activity where the student has a time and a deadline to respond, will depend on the type questions that provide quantitative feedback of results.

According to Valenzuela (2007. P381), depending on the learning activity to be evaluated, it is possible to test:

• individual character assessment is done every student versus the assessment made by team activities for collaborative work.



• assessment made of the learning process versus which makes the finished products.



• Among those conducting the assessment: the teacher versus the students themselves (self) versus the teammates together (peer assessment)
  

Through different approaches to the assessment mentioned above, Distance Education tests the reliability of its students and the demand by educational institutions and guardians responsible for achieving quality and process flexibility to the integrated development of their students where both intellectual and develop skills in the use of technology, which allows this kind of education is every time most welcomed by society. Bibliographic Reference

• Valenzuela. J. (2007). Assessment of learning: practices and uses of technology resources. In Lozano, A. and Burgos, V. (2007) (Coord.). Educational technology in distance education model centered on the person. Federal District, Mexico. Limusa.
  


• J. Salinas flexible education, open learning. Networks as tools for training. Retrieved on April 2, 2008. http://www.uib.es/depart/gte/revelec10.html

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The role of the tutor in virtual learning environments

In my experience as a virtual tutor dare I mention it takes a tutor factors, among these are: high degree of responsibility involved, guide learning, motivate and retain an active process in every activity that arises either individual or collaborative work, answer questions and guide the learning process, assess the learning achieved on completion of the course. In distance education the student becomes the focus of attention through the interaction with the tutor and their classmates.

Other important factors in the role of the tutor, Lozano (2007. Pp. 424-425). the emotional - emotional, social, education plays an important role as student motivation towards the course and to their own learning. . Be careful that the student does not feel "alone" in cyberspace, but accompanied and guided by a tutor, and by their fellow students. What the Linnaean guardian must not forget is that in addition to facilitating student learning must be willing to share their knowledge and experiences, promote discussion teacher - student and student - student .

The tutor as a facilitator of learning where the teacher interaction design spaces for the student to speak with confidence before their peers and tutor, also have the opportunity to clarify doubts of course, where it is relevant and quality advice.

An important thing to keep the coach is the attention to questions and concerns of their students from Activities raised. In this regard Bates (2003) says "A change for many teachers is to be patient and allow time for students to develop their own ideas. However, instructors must be active. "

The virtual tutor should measure their skills where communication skills and proven technology, this can build trust and flexibility in the methodology which you carry on your virtual classes are varied and dynamic, about Berge and Collins, ( 1995) cited by Lozano (2007, p4 36) argue that in the distance learning environment requires online teachers increased written presentation skills, some skills technology, virtual management techniques and ability to engage students through virtual communication

"depends largely on the attitude and responsiveness that has the tutor to interact with their students, will feel familiar and motivated by learn. "

Bibliographic Reference

• Lozano. A. (2007) Practice of tutoring in distance education. In Lozano, A. and Burgos, V. (2007) (Coord.). Educational technology in distance education model centered on the person. Federal District, Mexico. Limusa.
• Bates, AW and Poole , G. (2003). Effective Teaching with Technology in Higher Education. San Francisco: Jossey-Bass.