New Online Learning Technologies: New Online Learner Competencies. Really?

Teja, Ileana de la; Spannaus, Timothy W.

doi:10.1007/978-1-4020-8299-3_9

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…What these findings do suggest is that even successful distance learners should use this list of competencies to identify areas for development and enhancement. Several of these competencies may be common to both distance and face-to-face setting as De la Teja and Spannaus (2008) suggest, but some, such as developing study goals considering own life plan, motivating oneself consistently to complete tasks, enjoying learning itself, believing in one's ability to successfully complete the study, and managing schedule to meet all course requirements and deadlines, are shown to be particularly important and more widely practiced by successful distance learners.…”

Section: Discussionmentioning

confidence: 99%

The distance learner competencies: a three-phased empirical approach

Hong

Jung

2010

Education Tech Research Dev

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This study identifies a set of competencies displayed in the successful distance learner. It employed a three-phased approach. Phase I, conducted to develop an initial list of competencies, comprised Behavioral Event Interviews with nine successful distance learners. In Phase II, these competencies were reviewed, elaborated and categorized by seven distance education experts by means of semi-structured interviews. A list of 15 competencies in 5 clusters was then developed and in Phase III, these competencies and clusters were verified quantitatively by surveying 197 successful distance learners. The results reveal that all of these 15 competencies are critically important to, and commonly displayed by, successful distance learners and that of these, management skills is the most important. The findings and their implications are examined and the paper concludes with suggestions for further research into learner competencies.

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Section: Discussionmentioning

confidence: 99%

The distance learner competencies: a three-phased empirical approach

Hong

Jung

2010

Education Tech Research Dev

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“…Having had application in a variety of areas including Education, Psychology, Management Theory, and Human Resource Management (Hoffmann, 1999), there is no precise or widely accepted definition for the term (de la Teja & Spannaus, 2008). Those who have used the concept of competency (or its plural competencies) have simply defined it in the manner that best suits the focus of their work (Hoffmann, 1999).…”

Section: The Nature Of Competenciesmentioning

confidence: 99%

“…Such a profile would be useful as it would provide a richer and more holistic picture of e-learners and the competencies they require to be effective. However, general profiles of e-learners presented as a composite list of competencies are rare (de la Teja & Spannaus, 2008).…”

Section: E-learning Competenciesmentioning

confidence: 99%

The competencies required for effective performance in a university e-learning environment

Parkes¹,

Reading²,

Stein

2013

AJET

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The aim of this study was to identify and rate the importance of the competencies required by students for effective performance in a university e-learning environment mediated by a learning management system. Two expert panels identified 58 e-learning competencies considered to be essential for e-learning. Of these competencies, 22 were related to the use of technology. The remaining 36 competencies encapsulated a range of practices considered to be essential for learning within a social constructivist framework. Six of the competencies identified were either new or substantially different from what had been previously identified in the literature. A survey of e-learning stakeholders rating the importance of the e-learning competencies indicated that the competencies were not of equal importance. Critically, a number of key competencies from a social constructivist perspective that dealt with interacting and working with others were rated as being unimportant. This suggests that there is a disconnect between what the literature says about the importance of social constructivism to e-learning environments in theory and what elearning stakeholders perceive its importance to be in practice.

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Why Basic Principles of Instruction Must Be Present in the Learning Landscape, Whatever Form It Takes, for Learning to Be Effective, Efficient and Engaging

Merrill¹

2008

Learners in a Changing Learning Landscape

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New Online Learning Technologies: New Online Learner Competencies. Really?

Cited by 4 publications

References 12 publications

The distance learner competencies: a three-phased empirical approach

The distance learner competencies: a three-phased empirical approach

The competencies required for effective performance in a university e-learning environment

Why Basic Principles of Instruction Must Be Present in the Learning Landscape, Whatever Form It Takes, for Learning to Be Effective, Efficient and Engaging

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