Shifting gears in the classroom—movement toward personalized learning and competency‐based education

Camacho, Danielle J.; Legare, Jill M.

doi:10.1002/cbe2.1032

Cited by 32 publications

(21 citation statements)

References 14 publications

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“…Best practices for creating discussion boards focus on student engagement and instructor presence. By means of example, instead of posting a traditional essay question, the instructor can ask students to share what they know about the concept and how they can apply the materials in their school/home/work life (Camacho & Legare, 2016). In some instances, discussion boards can include role play activities or opportunities to debate a topic.…”

Section: Discussion Boardsmentioning

confidence: 99%

Pivoting to online learning—The future of learning and work

Camacho¹,

Legare²

2021

J of Competency-Based Ed

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The purpose of this article is to contribute to the emergent body of research that addresses the changing landscape of education transitioning from brick and mortar to online/remote learning. A review of related literature for this paper includes an early perspective of online education, emergent trends, methods used to support educators and learners and a summary of best practices and opportunities for educators. Transitioning courses from on‐ground to online education requires a student‐centered approach, a clear understanding of the objectives, and a plan to address each of the learning goals. Remote learning does not equate to a less rigorous learning experience, instead the online delivery will provide opportunities for synchronous and asynchronous interactions, and will require students to complete assignments and projects to demonstrate comprehension and mastery of the subject matter. Educators, administrators, institutional leaders may find insights into the merits of employing best practices in online education.

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Section: Discussion Boardsmentioning

confidence: 99%

Pivoting to online learning—The future of learning and work

Camacho¹,

Legare²

2021

J of Competency-Based Ed

Self Cite

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“…Students in the 21st century information in the digital world. Students have instant access to information and educators must understand the importance of adjusting from traditional lecture and note taking methods toward action-oriented learning (Camacho & Legare, 2016). A holistic, systems-based approach to learning may allow for a more effective means of introducing sustainable education and allow students to form their own sustainability mindset.…”

Section: Sustainability In K-12 Educationmentioning

confidence: 99%

Sustainability Programs in Business, Universities, and K–12: Educating Students and Leaders Toward a Sustainability Mindset

Camacho¹,

Legare²

2018

JIR

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The purpose of this article is to contribute to the growing body of research that focuses on best practices for environmental sustainability education in K-12 classrooms. A review of related literature included emerging trends, commitment by business leaders to engage in CSR activities in the community, and opportunities for education at the K-12 level. The review of existing literature provides examples as to how sustainability-based environmental programs may provide educational foundations for business leaders and educators. Adopting sustainability course work, programs and projects allows students and educators to acquire knowledge and the competencies necessary for the 21st century. Administrators, education.

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“…Concern for financial discrimination must be considered so as not to disenfranchise people in countries with lower economic levels and buying power or people who would need to seek financial aid. Competency-based education has been questioned for meeting requirements for the U.S. Department of Education for faculty and student interaction (Camacho & Legare, 2016). Student level assessment was acknowledged in policy of the U. S. Department of Education in 2013 as a means to demonstrate achievement and learning through competency-based programs (Markle, 2017).…”

Section: Solutions and Recommendationsmentioning

confidence: 99%

Inclusivity Instead of Exclusivity

Baker

Passmore

Mulligan

2018

Advances in Educational Technologies and Instructional Design

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Higher education has been perceived as exclusive to those who have the means to purchase the coursework. Many students globally have been alienated from advancing their education, not because of a lack of access, but due to financial barriers. Online education has already transformed the delivery and accessibility of courses for traditional credit toward degrees. MOOCs have been proposed to help bring education to global audiences at little or no cost, creating an inclusive environment for education and skill development. MOOC offerings by colleges provide a method that is disrupting the ways to receive academic credit. Using third-partner vendors to certify knowledge in a similar manner to assessment processes for advanced placement, credit for work experience, and prior learning, MOOC completion is being accepted for college credit. This chapter reviews the extant model, programs, and available outcomes for the MOOC credit acceptance process.

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Shifting gears in the classroom—movement toward personalized learning and competency‐based education

Cited by 32 publications

References 14 publications

Pivoting to online learning—The future of learning and work

Pivoting to online learning—The future of learning and work

Sustainability Programs in Business, Universities, and K–12: Educating Students and Leaders Toward a Sustainability Mindset

Inclusivity Instead of Exclusivity

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