Designing online interaction to address disciplinary competencies: A cross-country comparison of faculty perspectives

This study was conducted at colleges in three countries (United States, Venezuela, and Spain) and across three academic disciplines (engineering, education, and business), to examine how experienced faculty define competencies for their discipline, and design instructional interaction for online cou...

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Autores principales:	Elena Barberà, Ludmila Layne, Charlotte N. Gunawardena
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	Distance education Quality learning online interaction Competencies for Online Teaching higher education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/58e031f18098428fa70b153ac3921c1e
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spelling	oai:doaj.org-article:58e031f18098428fa70b153ac3921c1e2021-12-02T17:00:17ZDesigning online interaction to address disciplinary competencies: A cross-country comparison of faculty perspectives10.19173/irrodl.v15i2.14181492-3831https://doaj.org/article/58e031f18098428fa70b153ac3921c1e2014-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1418https://doaj.org/toc/1492-3831This study was conducted at colleges in three countries (United States, Venezuela, and Spain) and across three academic disciplines (engineering, education, and business), to examine how experienced faculty define competencies for their discipline, and design instructional interaction for online courses. A qualitative research design employing in-depth interviews was selected. Results show that disciplinary knowledge takes precedence when faculty members select competencies to be developed in online courses for their respective professions. In all three disciplines, the design of interaction to correspond with disciplinary competencies was often influenced by contextual factors that modify faculty intention. Therefore, instructional design will vary across countries in the same discipline to address the local context, such as the needs and expectations of the learners, faculty perspectives, beliefs and values, and the needs of the institution, the community, and country. The three disciplines from the three countries agreed on the importance of the following competencies: knowledge of the field, higher order cognitive processes such as critical thinking, analysis, problem solving, transfer of knowledge, oral and written communication skills, team work, decision making, leadership and management skills, indicating far more similarities in competencies than differences between the three different applied disciplines. We found a lack of correspondence between faculty’s intent to develop collaborative learning skills and the actual development of them. Contextual factors such as faculty prior experience in design, student reluctance to engage in collaborative learning, and institutional assessment systems that focus on individual performance were some of these reasons. Elena BarberàLudmila LayneCharlotte N. GunawardenaAthabasca University PressarticleDistance educationQuality learningonline interactionCompetencies for Online Teachinghigher educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 2 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Distance education Quality learning online interaction Competencies for Online Teaching higher education Special aspects of education LC8-6691
spellingShingle	Distance education Quality learning online interaction Competencies for Online Teaching higher education Special aspects of education LC8-6691 Elena Barberà Ludmila Layne Charlotte N. Gunawardena Designing online interaction to address disciplinary competencies: A cross-country comparison of faculty perspectives
description	This study was conducted at colleges in three countries (United States, Venezuela, and Spain) and across three academic disciplines (engineering, education, and business), to examine how experienced faculty define competencies for their discipline, and design instructional interaction for online courses. A qualitative research design employing in-depth interviews was selected. Results show that disciplinary knowledge takes precedence when faculty members select competencies to be developed in online courses for their respective professions. In all three disciplines, the design of interaction to correspond with disciplinary competencies was often influenced by contextual factors that modify faculty intention. Therefore, instructional design will vary across countries in the same discipline to address the local context, such as the needs and expectations of the learners, faculty perspectives, beliefs and values, and the needs of the institution, the community, and country. The three disciplines from the three countries agreed on the importance of the following competencies: knowledge of the field, higher order cognitive processes such as critical thinking, analysis, problem solving, transfer of knowledge, oral and written communication skills, team work, decision making, leadership and management skills, indicating far more similarities in competencies than differences between the three different applied disciplines. We found a lack of correspondence between faculty’s intent to develop collaborative learning skills and the actual development of them. Contextual factors such as faculty prior experience in design, student reluctance to engage in collaborative learning, and institutional assessment systems that focus on individual performance were some of these reasons.
format	article
author	Elena Barberà Ludmila Layne Charlotte N. Gunawardena
author_facet	Elena Barberà Ludmila Layne Charlotte N. Gunawardena
author_sort	Elena Barberà
title	Designing online interaction to address disciplinary competencies: A cross-country comparison of faculty perspectives
title_short	Designing online interaction to address disciplinary competencies: A cross-country comparison of faculty perspectives
title_full	Designing online interaction to address disciplinary competencies: A cross-country comparison of faculty perspectives
title_fullStr	Designing online interaction to address disciplinary competencies: A cross-country comparison of faculty perspectives
title_full_unstemmed	Designing online interaction to address disciplinary competencies: A cross-country comparison of faculty perspectives
title_sort	designing online interaction to address disciplinary competencies: a cross-country comparison of faculty perspectives
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/58e031f18098428fa70b153ac3921c1e
work_keys_str_mv	AT elenabarbera designingonlineinteractiontoaddressdisciplinarycompetenciesacrosscountrycomparisonoffacultyperspectives AT ludmilalayne designingonlineinteractiontoaddressdisciplinarycompetenciesacrosscountrycomparisonoffacultyperspectives AT charlottengunawardena designingonlineinteractiontoaddressdisciplinarycompetenciesacrosscountrycomparisonoffacultyperspectives
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Designing online interaction to address disciplinary competencies: A cross-country comparison of faculty perspectives

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