A Process-Oriented Framework for Acquiring Online Teaching Competencies
ARTICLE
M'hammed Abdous
Journal of Computing in Higher Education Volume 23, Number 1, ISSN 1042-1726
Abstract
As a multidimensional construct which requires multiple competencies, online teaching is forcing universities to rethink traditional faculty roles and competencies. With this consideration in mind, this paper presents a process-oriented framework structured around three sequential non-linear phases: (1) "before": preparing, planning, and designing; (2) "during": facilitating, interacting, and providing/gathering feedback; and (3) "after": reflecting and considering lessons learned. Grounded on existing models and on our experience designing and working with faculty designing and teaching online courses, this framework provides a systemic understanding of the various roles and competencies associated with online teaching. Use of this framework should enable higher education institutions (HEIs) to develop comprehensive and effective faculty development programs, capable of helping faculty create and facilitate effective learning opportunities for all students.
Citation
Abdous, M. (2011). A Process-Oriented Framework for Acquiring Online Teaching Competencies. Journal of Computing in Higher Education, 23(1), 60-77. Retrieved September 1, 2024 from https://www.learntechlib.org/p/50937/.
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Keywords
Cited By
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Influence of satisfaction and preparedness on online students' feelings of anxiety
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Internet and Higher Education Vol. 41, No. 1 (April 2019) pp. 34–44
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Teaching Online: Prospective Online Teachers’ Experiences and Prioritized Areas for Training
Yu-Hui Ching, Yu-Chang Hsu & Kerry Rice, Boise State University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 234–239
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