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El presente articulo es un avance de investigacion que tiene como objetivo analizar las competencias deseables para el uso de las TIC en la Asesoria Academica a Distancia. Se asume el paradigma interpretativo emergente con enfoque de estudio de casos multiples. Se analizan treinta y nueve ponencias expuestas en congresos internacionales y catorce entrevistas a docentes de universidades venezolanas. El metodo empleado es el analisis de documentos mediante ATLAS.ti. Los resultados permiten la aproximacion a seis familias de competencias: tecnopedagogicas, comunicacionales, para el manejo de la informacion, de gestion, de moderacion y tutoria y para el trabajo en equipo.Palabras clave: competencias, educacion a distancia, educacion permanente, TIC, tutoria academicaAbstractThis paper is a research advance that aimed to analyze the desirable competences for the use of ICT in distance academic advice. The emerging interpretative paradigm was assumed, with focus of multiple case studies. 39 papers presented in international congresses were analyzed, as well as 14 interviews with teachers of Venezuelan universities. The used method was the document analysis with ATLAS.ti. The results allowed an approximation to six families of competences: technopedagogical, communicational, for information handling, of management, of moderation and tutoring, and for the team workKeywords: Competences, Distance Education, Permanent Education, ICT, Academic Advising.

revista electrónica calidad en la educación superior

LAS TIC EN LA ASESORÍA ACADÉMICA A DISTANCIA: COMPETENCIAS Y ROLES DEL PROFESORADO UNIVERSITARIO. THE ICT IN DISTANCE ACADEMIC ADVISING: NEW COMPETENCES AND ROLES FOR UNIVERSITY TEACHERS