Future and Changing Roles of Staff in Distance Education: A Study to Identify Training and Professional Development Needs

Autor/in	Roberts, Jennifer
Titel	Future and Changing Roles of Staff in Distance Education: A Study to Identify Training and Professional Development Needs
Quelle	In: Distance Education, 39 (2018) 1, S.37-53 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2017.1419818
Schlagwörter	Foreign Countries; College Faculty; Educational Needs; Needs Assessment; Distance Education; Faculty Development; Training Objectives; Teacher Attitudes; Teacher Role; Teacher Competencies; Professional Continuing Education; Teacher Surveys; Technological Literacy; Instructional Design; Factor Analysis; Hypothesis Testing; Statistical Analysis; South Africa + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Educational need; Bildungsbedarf; Bedarfsermittlung; Distance study; Distance learning; Fernunterricht; Training objectiv; Ausbildungsziel; Trainingsziel; Lehrerverhalten; Lehrerrolle; Lehrkunst; Berufsfeldbezogener Unterricht; Weiterbildung; Technisches Wissen; Lesson concept; Lessonplan; Unterrichtsentwurf; Faktorenanalyse; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The roles of distance education teaching staff are changing, necessitating role clarity and the development of appropriate competency frameworks. This article investigates the perceptions of the teaching and research staff at the University of South Africa, regarding the current and future roles of distance educators, their own competencies in each role and training that they require in order to address competencies required in these future roles. This research forms part of a larger project that focuses on capacity and continuous professional development processes that are necessary to train staff to be prepared for these changing roles. A quantitative web-based survey was sent to all academic (teaching and research) staff at the University of South Africa. Key results indicate that competencies in the roles of technology and instructional design have emerged as crucial for distance educators, and that future training programmes need to be developed to support these areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01