A framework for developing competencies in open and distance e-learning

Many open universities and distance education institutions have shifted from a predominantly print-based mode of delivery to an online mode characterised by the use of virtual learning environments and various web technologies. This paper describes the impact of the shift to open and distance e-lea...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autor principal:	Patricia B Arinto
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2013
Materias:	open and distance e-learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/028ec51df0b54cdd9f9b4b0611b50a29
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:028ec51df0b54cdd9f9b4b0611b50a29
record_format	dspace
spelling	oai:doaj.org-article:028ec51df0b54cdd9f9b4b0611b50a292021-12-02T19:20:49ZA framework for developing competencies in open and distance e-learning10.19173/irrodl.v14i1.13931492-3831https://doaj.org/article/028ec51df0b54cdd9f9b4b0611b50a292013-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1393https://doaj.org/toc/1492-3831 Many open universities and distance education institutions have shifted from a predominantly print-based mode of delivery to an online mode characterised by the use of virtual learning environments and various web technologies. This paper describes the impact of the shift to open and distance e-learning (ODeL), as this trend might be called, on the course design practices of faculty members at a small single-mode distance education university in the Philippines. Specifically, the paper presents and analyses the faculty’s perspectives on how their course design practices have changed and issues and challenges arising from these changes. The findings suggest that faculty training programs in ODeL should aim to develop a comprehensive range of ODeL competencies in a systematic and coherent way. Based on the findings, as well as research on practitioner development in teaching effectively with technology, a framework for developing ODeL competencies among faculty is proposed. Aside from covering the four areas of change in course design practice identified in the study, the framework also specifies levels of expertise (basic, intermediate, and advanced), indicating degrees of complexity of the knowledge and skills required for each area at each level. All of the competencies listed for all four areas at the basic level comprise the minimum competencies for teaching an online distance education course. Patricia B ArintoAthabasca University Pressarticleopen and distance e-learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 14, Iss 1 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	open and distance e-learning Special aspects of education LC8-6691
spellingShingle	open and distance e-learning Special aspects of education LC8-6691 Patricia B Arinto A framework for developing competencies in open and distance e-learning
description	Many open universities and distance education institutions have shifted from a predominantly print-based mode of delivery to an online mode characterised by the use of virtual learning environments and various web technologies. This paper describes the impact of the shift to open and distance e-learning (ODeL), as this trend might be called, on the course design practices of faculty members at a small single-mode distance education university in the Philippines. Specifically, the paper presents and analyses the faculty’s perspectives on how their course design practices have changed and issues and challenges arising from these changes. The findings suggest that faculty training programs in ODeL should aim to develop a comprehensive range of ODeL competencies in a systematic and coherent way. Based on the findings, as well as research on practitioner development in teaching effectively with technology, a framework for developing ODeL competencies among faculty is proposed. Aside from covering the four areas of change in course design practice identified in the study, the framework also specifies levels of expertise (basic, intermediate, and advanced), indicating degrees of complexity of the knowledge and skills required for each area at each level. All of the competencies listed for all four areas at the basic level comprise the minimum competencies for teaching an online distance education course.
format	article
author	Patricia B Arinto
author_facet	Patricia B Arinto
author_sort	Patricia B Arinto
title	A framework for developing competencies in open and distance e-learning
title_short	A framework for developing competencies in open and distance e-learning
title_full	A framework for developing competencies in open and distance e-learning
title_fullStr	A framework for developing competencies in open and distance e-learning
title_full_unstemmed	A framework for developing competencies in open and distance e-learning
title_sort	framework for developing competencies in open and distance e-learning
publisher	Athabasca University Press
publishDate	2013
url	https://doaj.org/article/028ec51df0b54cdd9f9b4b0611b50a29
work_keys_str_mv	AT patriciabarinto aframeworkfordevelopingcompetenciesinopenanddistanceelearning AT patriciabarinto frameworkfordevelopingcompetenciesinopenanddistanceelearning
_version_	1718376776402468864

A framework for developing competencies in open and distance e-learning

Ejemplares similares