A Process-Oriented Framework for Acquiring Online Teaching Competencies

Autor/in	Abdous, M'hammed
Titel	A Process-Oriented Framework for Acquiring Online Teaching Competencies
Quelle	In: Journal of Computing in Higher Education, 23 (2011) 1, S.60-77 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-010-9040-5
Schlagwörter	Feedback (Response); Faculty Development; Teaching Methods; Models; Teacher Role; College Faculty; College Instruction; Competence; Competency Based Education; Teaching Skills; Program Development; Online Courses; Instructional Design; Web Based Instruction + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Lehrerrolle; Fakultät; Hochschullehre; Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Programmplanung; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Web Based Training
Abstract	As a multidimensional construct which requires multiple competencies, online teaching is forcing universities to rethink traditional faculty roles and competencies. With this consideration in mind, this paper presents a process-oriented framework structured around three sequential non-linear phases: (1) "before": preparing, planning, and designing; (2) "during": facilitating, interacting, and providing/gathering feedback; and (3) "after": reflecting and considering lessons learned. Grounded on existing models and on our experience designing and working with faculty designing and teaching online courses, this framework provides a systemic understanding of the various roles and competencies associated with online teaching. Use of this framework should enable higher education institutions (HEIs) to develop comprehensive and effective faculty development programs, capable of helping faculty create and facilitate effective learning opportunities for all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10