Validated Competencies for Distance Teaching

Darabi, Aubteen; Sikorski, Eric; Harvey, Robert B.

doi:10.1080/01587910600654809

Cited by 61 publications

(55 citation statements)

References 6 publications

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“…Further, Williams (2003) found that the role with most competencies rated as very important were instructional designer, instructor/facilitator, trainer, leader/ change agent. Darabi et al (2006), after validating the tasks performed by instructors in terms of their importance, found that the top five tasks that received high rating were review of the course for adequacy, assess learner's attainment of learning objectives, make changes as needed to maintain course accuracy, maintain expertise in subject area, and maintain record-keeping related to course activities. Only two of these tasks -assess learner's attainment of learning objectives and maintain expertise in subject area -fall within the priority roles of evaluator and professional expert of the present study.…”

Section: Discussionmentioning

confidence: 99%

“…Darabi, Sikorski, and Harvey (2006), on the other hand, validated tasks and competencies of distance education instructors. Assuming that the indicators chosen by earlier researchers for validation might have implications for competency-based teacher education programs in India, different perspectives on role-competency linkage and other aspects of competencies were studied and are presented next.…”

Section: Introductionmentioning

confidence: 99%

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Prioritization of online instructor roles: implications for competency‐based teacher education programs

2009

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Online instructors need to take on a multi-dimensional role and to be an effective online educator they are required to possess a varied and wider range of competencies. Preparing teachers for online education involves preparing them for a wide variety of roles and developing related competencies. However, the extent of emphasis required to be placed on each of these roles or competencies during a teacher training program may vary according to its culture and the context. The investigation reported in this article obtained expert opinions with regard to the priority and criticality of eight online instructor roles identified in earlier research on online education. Pedagogical roles received the highest priority by the respondents, followed by professional, evaluator, social facilitator, technologist, advisor, administrator, and researcher roles. These results have implications for teacher education and further research pertaining to the context in India.Keywords: instructor competency; online learning; teacher preparation Introduction Many teachers regard face-to-face communication as a preferred mode for teachinglearning, in spite of the dramatic progress taking place in online education. While online communication rarely makes emotions and gestures as explicit as they would be in a face-to-face context, it does have the potential for people to converse with intensity, depth, and meaning. Klein, Spector, Grabowski, and de la Teja (2004), while developing competencies for online instructors, re-examined the competencies for face-to-face settings and came to the conclusion that competencies for online instructors were not substantially different from those in face-to-face settings at a high level of abstraction. This may also imply that certain levels of equivalence exist between the instructors involved in these two modes of education. In other words, the competencies and roles required to teach in an online environment are not fundamentally different from those for teaching in a face-to-face situation. For example, listening skills are important in both contexts. However, the significance and demonstration of these competencies may vary according to the context or the roles one is assumed to undertake while teaching. That is to say, that how a teacher listens effectively in different contexts may require different skills.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Prioritization of online instructor roles: implications for competency‐based teacher education programs

2009

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“…These studies include work by Alvarez, Guasch, and Espasa [37]; Bawane and Spector [38]; Denis, Watland, Pirotte, and Verday [39]; and Varvel [40]. Darabi, Sikorski, and Harvey [41] identified competencies without regard to role. Their list included "manage logistical aspects of course," "use relevant technology effectively," and "accommodate problems with technology" (p. 110).…”

Section: Competencies For Online Teachingmentioning

confidence: 99%

A Study of Personal Information Management Strategies for Online Faculty

Kearns

Frey

Tomer

et al. 2014

OLJ

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The literature suggests that personal information management is a serious challenge for many computer users. Online faculty are especially challenged because of the large number of electronic files necessitated by teaching online. Those who have experience in this environment may offer valuable insights regarding information management challenges and practices. Faculty who teach online courses as part of the WISE (Web-based Information Science Education) Consortium responded to a survey that questioned the ways they manage e-mail, computer desktops, web-based information, and learning management systems. The authors concluded that "filter failure" rather than information overload is the key issue in information management. The study concludes with a list of recommendations for faculty to manage their personal information.

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“…Effective instructor-student communication in online learning environments relies on timely and clear interactions through a variety of formats (Easton, 2003), including email, chat, live class questions, and assessment and feedback provision. In the absence of more immediate feedback methods available to on-campus instructors (e.g., face-to-face consultation), the assessment and feedback provided in online learning environments needs to be as clear and valuable as possible to promote student understanding (Darabi et al, 2006). Teacher support online involves effective monitoring of student progress, anticipation and resolution of key learning queries, and establishment and maintenance of rapport.…”

Section: Online Teaching: Critical Factorsmentioning

confidence: 99%

“…Clear assessment (Thistoll and Yates, 2016). Institutional and research-based efforts to characterize the competencies required for effective online instruction (e.g., Goodyear et al, 2001;Dennis et al, 2004;Darabi et al, 2006; International Board of Standards for Training, Performance and Instruction, http://ibstpi.org/, as cited in Beaudoin, 2015) suggest a degree of overlap in the conceptualization of the core teacher competencies required for effective online instruction. Some of the most important online teacher competencies drawn from the aforementioned studies include:…”

Section: Online Teaching: Critical Factorsmentioning

confidence: 99%

Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review

et al. 2017

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Demand for flexible online offerings has continued to increase as prospective students seek to upskill, re-train, and undertake further study. Education institutions are moving to intensive modes of online study delivered in 6-to 8-week study periods which offer more frequent intake periods. Prior literature has established key success factors for nonintensive (12-13 weeks) online offerings; for teachers, skill development is critical to promote a flexible, responsive approach and maintain technological capabilities; for students, an ability to navigate the technology, interact with the learning environment in meaningful ways, and self-regulate learning is important, as the absence of physical infrastructure and opportunities for face-to-face interactions in online environments places a greater emphasis on alternate forms of communication and support. The current paper explores known best practice principles for online instructors, students, and student support and considers how these might apply to intensive online environments. It is suggested that the accelerated nature of learning in intensive settings may place additional demands on students, instructors, and support mechanisms. Further research is imperative to determine predictors of success in online intensive learning environments.

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Validated Competencies for Distance Teaching

Cited by 61 publications

References 6 publications

Prioritization of online instructor roles: implications for competency‐based teacher education programs

Prioritization of online instructor roles: implications for competency‐based teacher education programs

A Study of Personal Information Management Strategies for Online Faculty

Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review

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