A systematic review of online teaching competencies in higher education context: a multilevel model for professional development

Abstract

The explosive growth of online learning in higher education (HE) institutions has resulted in an unprecedented need to develop comprehensive professional development programs in order to support HE instructors in online settings. The purpose of this systematic review is to identify and categorize online teaching competencies in HE and to propose a conceptual model for creating professional learning opportunities within such settings. Following a rigorous systematic search in two electronic databases (Web of Science and Scopus) between the years 1993 to 2023, 77 eligible articles were chosen and analyzed through content analysis. A total of 106 competencies were identified under seven overarching dimensions. Inspired by the emerged dimensions of the identified competencies, a three-level model for establishing professional development programs for HE institutions is presented and the implications for HE instructors and institutions are discussed.

Quo vadis higher education? Post-pandemic success digital competencies of the higher educators – a Hungarian university case and actions

“…Online learning has become the new mainstream learning norm in universities during the postepidemic era (Tang and Mo, 2022). In the midst of the paradigm shift, characterized by the growth of online learning in higher education and the move from traditional to online teaching, lecturers would need a wide range of competencies (Chaharbashloo et al, 2023). The competencies and educational methodology of digital education became central in distance learning, and so did the remote teaching competencies (skills and ability to use diverse teaching methods) models (Yunusa et al, 2020).…”