Level of Proficiency and Professional Development Needs in Peripheral Online Teaching Roles

Autor/inn/en	González-Sanmamed, Mercedes; Muñoz-Carril, Pablo-César; Sangrà, Albert
Titel	Level of Proficiency and Professional Development Needs in Peripheral Online Teaching Roles
Quelle	In: International Review of Research in Open and Distance Learning, 15 (2014) 6, S.162-187 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Online Courses; Teacher Role; Teacher Competencies; Teacher Competency Testing; Faculty Development; Teacher Improvement; Needs Assessment; Educational Needs; College Faculty; Questionnaires; Educational Quality; Instructional Effectiveness; Statistical Analysis; Likert Scales; Technological Literacy; Teacher Leadership; Counseling Services; Educational Counseling; Teacher Attitudes; Teacher Surveys; Foreign Countries; Regression (Statistics); Spain + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Lehrerrolle; Lehrkunst; Bedarfsermittlung; Educational need; Bildungsbedarf; Fakultät; Fragebogen; Quality of education; Bildungsqualität; Unterrichtserfolg; Statistische Analyse; Likert-Skala; Technisches Wissen; Lehrerfunktionsstelle; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Lehrerverhalten; Ausland; Regression; Regressionsanalyse; Spanien
Abstract	Teaching in virtual environments demands mastery of several teaching competencies. Although the most accepted ones are pedagogical, in order to successfully teach online it becomes necessary to acquire and develop some other competencies, sometimes referred to as peripheral roles (Denis et al., 2004). The aim of this study is to analyse perceptions on the level of proficiency that online teachers have regarding these peripheral roles (social, evaluator, manager, technologist, advisor/counsellor, personal, and researcher), and their professional development needs required to improve their online teaching competencies. A questionnaire was specifically created and validated by experts, and data was gathered from 166 university teachers. The findings show that teachers highlight the importance of the peripheral roles for quality teaching, and thus, professional development programmes should be based on a balance between central and peripheral roles to better train online teachers and increase the quality of their teaching. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10