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Competencies for e-Instructors: How to Qualify and Guarantee Sustainability

Yıl 2015, Cilt: 6 Sayı: 2, 140 - 154, 01.06.2015

Öz

e-Learning is becoming more popular than ever with the advent of new technologies and new inventions for teaching and learning. Hence, competent e-Instructors are key to successful e-Learning implementations and they should have the appropriate skills and experience for the effective implementation of e-Learning and blended learning. e-Instructors are instructors who might well be very experienced in teaching-learning contexts and even possess a high level of technology literacy. However, being an experienced instructor and possessing advanced skills of using technology does not necessarily lead to an instructor becoming an effective e-instructor. The purpose of this article is to understand which competencies are needed to be an effective e-Instructor and how can we help individuals to acquire these skills? In order to answer these questions, a broad literature review will help understand what the accepted competencies are for e-Instructors, any existing strategies for professional development, possible challenges to this process and any known solutions. On-going professional development is essential for being a role model for learners and for effective usage of technological environments. Based on the facts and research results in parallel with the advancement in the technological world as instructors, they should keep themselves up-to-date according to e-competencies defined for instructors and continue searching to make this process easier for both instructors and learners to become more effective. Consequently, future research studies can focus on the strategies and methods for self-determined, self-paced and personalised instruction to cope with the e-instructor competencies.

Kaynakça

  • Al-Hunaiyyan, A., Al-Sharhan, S., & Al-Sharhan, H. (2012). A new instructional competency model: towards an effective e-learning system and environment. International Journal of Information Technology & Computer Science, 5, 94-103.
  • Al-Salman, S. M. (2011). Faculty in online learning programs: Competencies and barriers to success. Journal of Applied Learning Technology, 1(4), 6-13.
  • Anderson, M. A. (2010). What’s it like to teach an online class? MultiMedia & Internet @ Schools, 17(6), 20-23.
  • ASTD (2013).The ASTD competency model. Retrieved on 15 May 2013 from http://www.astd. org/ Certification/Competency-Model
  • Awouters, V., & Jans, S. (2009). E-learning competencies for teachers in secondary and higher education. iJet, 4(2), 58-60.
  • Barker, P. (2002). On Being an Online Tutor. Innovations in Education and Teaching International, 39(1), 3-13.
  • Bawanea, J., & Spector, J. M. (2009). Prioritization of online instructor roles: implications for competency-based teacher education programs. Distance Education, 30(3), 383-397.
  • Berge, Z. L. (1995). The role of the online instructor/facilitator. Educational Technology, 35(1), 22-30.
  • Bremer, C. (2010). Fit for e-learning? Trainings for e-learning competencies. Retrieved on 15 May 2013 from http://www.studiumdigitale.uni-frankfurt.de/veroeffentlichungen/ documents/edulearn2010_1.pdf
  • Burkle, M., & Cleveland-Innes, M. (2013).Defining the role adjustment profile of learners and instructors online. Journal of Asynchronous Learning Networks, 17(1), 73-87.
  • Coppola, W. N., Hiltz, R., & Rotter, N. (2002). Becoming a virtual professor: pedagogical roles and asynchronous learning networks. Journal of Management Information Systems, 18(4), 169-189.
  • Davis, N., Roblyer, M. D. P. , Charania, A., Ferdig, R., Harms, C., Compton, L. K. L., & Cho, M. O. (2007). Illustrating the “virtual” in virtual schooling: Challenges and strategies for creating real tools to prepare virtual teachers. Internet and Higher Education, 10, 27-39.
  • Dennis, B., Watland, P., Pirotte, S., & Verday, N. (2004). Role and competencies of the e-tutor. Proceedings of the Networked Learning Conference 2004. Retrieved on 15 May 2013 from http://www.networkedlearningconference.org.uk/past/nlc2004/proceedings/ symposia/symposium6/denis_et_al.htm.
  • Goold, A., Coldwell, J., & Craig, A. (2010). An examination of the role of the e-tutor. Australasian Journal of Educational Technology, 26(5), 704-716.
  • Guasch, T, Alvarez, I., & Espasa, A. (2010). University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience. Teaching and Teacher Education, 26, 199-206.
  • Guldberg, K., & Pilkington, R. (2007). Tutor roles in facilitating reflection on practice through online discussion. Educational Technology & Society, 10(1), 61-72.
  • Hartel, R. W., & Foegeding, E. A. (2004). Learning: Objectives, competencies, or outcomes? Journal of Food Science Education, 3(4), 69-70.
  • Kelz, A. (2011). Bridging the gap – From teacher to eTeacher. Proceedings of the 10th European Conference on e-Learning (pp. 363-369).
  • Klein, J. D., Spector, J. M., Grabowski, B., & de la Teja, I. (2004). Instructor competencies: Standards for face-to-face, online, and blended settings. Retrieved on 15 May 2013 from http://www.tutzauer.com/TLC/Teaching_competencies.pdf.
  • Levinsen, K. T. (2007). Qualifying online teachers-Communicative skills and their impact on e- learning quality, Education and Information Technology, 12(1) 41–51.
  • Liu, X., Bonk, C. J., Magiuka, R. J., Lee, S., & Su, B. (2005). Exploring four dimensions of online instructor roles: A program level case study. Journal of Asynchronous Learning Networks, 9(4), 29-48.
  • Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teacher College Record, 108(6), 1017-1054.
  • Misra, P. K. (2010).Preparing e-excellent teachers for the world of E-education: potential strategies. i-manager’s Journal of Educational Technology, 7(3), 21-29.
  • Palloff, R. M. & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. New York: John Wiley & Sons.
  • Queiroz, V. (2003). Roles and competencies of online teachers. The Internet TESL Journal, 9(7). Retrieved on 15 May 2013 from http://iteslj.org/Articles/Queiroz-OnlineTeachers.html.
  • Richey, R.C., Fields, D.C., Foxon, M., Roberts, R.C., Spannaus, T., & Spector, J.M. (2001). Instructional design competencies: The standards (3rd ed.) Retrieved on 15 May 2013 from htttp://www.eric.ed.gov/PDFS/ED453803.pdf.
  • Shank, P. (2004). Competencies for online instructors. Retrieved on 15 May 2013 from http://www.mnsu.edu/cetl/teachingwithtechnology/tech_resources_pdf/Competencies %20for%20Online%20Instructors.pdf.
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • SLOAN-C. (2012). SLOAN-C Online Teaching Certificate. Retrieved on 15 May 2013 from http://sloanconsortium.org/institute/certificate-program.
  • Smith, T. C. (2005). Fifty-one competencies for online instruction. The Journal of Educators Online, 2(2), 1-18.
  • Spector, J. M., & de la Teja, I. (2001). Competencies for online teaching. ERIC Digest. ERIC Clearinghouse on Information and Technology. Syracuse: NY. Retrieved on 15 May 2013 from http://www.eric.ed.gov/PDFS/ED456841.pdf.
  • UNESCO. (2011). ICT Competency Framework for Teachers. Retrieved on 15 May 2013 from http://unesdoc.unesco.org/images/0021/002134/213475E.pdf
  • University of Wisconsin La Crosse (2009). Learning outcomes handbook. Retrieved on 15 May 2013 from http://www.uwlax.edu/learningoutcomes/resources/ LearningOutcomesHandbook.pdf.
  • Williams, P. E. (2003). Roles and competences for distance education programs in higher institutions. American Journal Education, 17, 45-57.
  • Yar, C. Y., Asmuni, A., & Silong, A. D. (2008). Roles and Competencies of Distance Education Tutors in a Public University. Malaysian Journal of Distance Education, 10(1), 21-39.
  • Correspondence: Filiz Kalelioglu, Department of Computer Education and Instructional
  • Technologies, Faculty of Education, Baskent University, Ankara, Turkey
Yıl 2015, Cilt: 6 Sayı: 2, 140 - 154, 01.06.2015

Öz

Kaynakça

  • Al-Hunaiyyan, A., Al-Sharhan, S., & Al-Sharhan, H. (2012). A new instructional competency model: towards an effective e-learning system and environment. International Journal of Information Technology & Computer Science, 5, 94-103.
  • Al-Salman, S. M. (2011). Faculty in online learning programs: Competencies and barriers to success. Journal of Applied Learning Technology, 1(4), 6-13.
  • Anderson, M. A. (2010). What’s it like to teach an online class? MultiMedia & Internet @ Schools, 17(6), 20-23.
  • ASTD (2013).The ASTD competency model. Retrieved on 15 May 2013 from http://www.astd. org/ Certification/Competency-Model
  • Awouters, V., & Jans, S. (2009). E-learning competencies for teachers in secondary and higher education. iJet, 4(2), 58-60.
  • Barker, P. (2002). On Being an Online Tutor. Innovations in Education and Teaching International, 39(1), 3-13.
  • Bawanea, J., & Spector, J. M. (2009). Prioritization of online instructor roles: implications for competency-based teacher education programs. Distance Education, 30(3), 383-397.
  • Berge, Z. L. (1995). The role of the online instructor/facilitator. Educational Technology, 35(1), 22-30.
  • Bremer, C. (2010). Fit for e-learning? Trainings for e-learning competencies. Retrieved on 15 May 2013 from http://www.studiumdigitale.uni-frankfurt.de/veroeffentlichungen/ documents/edulearn2010_1.pdf
  • Burkle, M., & Cleveland-Innes, M. (2013).Defining the role adjustment profile of learners and instructors online. Journal of Asynchronous Learning Networks, 17(1), 73-87.
  • Coppola, W. N., Hiltz, R., & Rotter, N. (2002). Becoming a virtual professor: pedagogical roles and asynchronous learning networks. Journal of Management Information Systems, 18(4), 169-189.
  • Davis, N., Roblyer, M. D. P. , Charania, A., Ferdig, R., Harms, C., Compton, L. K. L., & Cho, M. O. (2007). Illustrating the “virtual” in virtual schooling: Challenges and strategies for creating real tools to prepare virtual teachers. Internet and Higher Education, 10, 27-39.
  • Dennis, B., Watland, P., Pirotte, S., & Verday, N. (2004). Role and competencies of the e-tutor. Proceedings of the Networked Learning Conference 2004. Retrieved on 15 May 2013 from http://www.networkedlearningconference.org.uk/past/nlc2004/proceedings/ symposia/symposium6/denis_et_al.htm.
  • Goold, A., Coldwell, J., & Craig, A. (2010). An examination of the role of the e-tutor. Australasian Journal of Educational Technology, 26(5), 704-716.
  • Guasch, T, Alvarez, I., & Espasa, A. (2010). University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience. Teaching and Teacher Education, 26, 199-206.
  • Guldberg, K., & Pilkington, R. (2007). Tutor roles in facilitating reflection on practice through online discussion. Educational Technology & Society, 10(1), 61-72.
  • Hartel, R. W., & Foegeding, E. A. (2004). Learning: Objectives, competencies, or outcomes? Journal of Food Science Education, 3(4), 69-70.
  • Kelz, A. (2011). Bridging the gap – From teacher to eTeacher. Proceedings of the 10th European Conference on e-Learning (pp. 363-369).
  • Klein, J. D., Spector, J. M., Grabowski, B., & de la Teja, I. (2004). Instructor competencies: Standards for face-to-face, online, and blended settings. Retrieved on 15 May 2013 from http://www.tutzauer.com/TLC/Teaching_competencies.pdf.
  • Levinsen, K. T. (2007). Qualifying online teachers-Communicative skills and their impact on e- learning quality, Education and Information Technology, 12(1) 41–51.
  • Liu, X., Bonk, C. J., Magiuka, R. J., Lee, S., & Su, B. (2005). Exploring four dimensions of online instructor roles: A program level case study. Journal of Asynchronous Learning Networks, 9(4), 29-48.
  • Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teacher College Record, 108(6), 1017-1054.
  • Misra, P. K. (2010).Preparing e-excellent teachers for the world of E-education: potential strategies. i-manager’s Journal of Educational Technology, 7(3), 21-29.
  • Palloff, R. M. & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. New York: John Wiley & Sons.
  • Queiroz, V. (2003). Roles and competencies of online teachers. The Internet TESL Journal, 9(7). Retrieved on 15 May 2013 from http://iteslj.org/Articles/Queiroz-OnlineTeachers.html.
  • Richey, R.C., Fields, D.C., Foxon, M., Roberts, R.C., Spannaus, T., & Spector, J.M. (2001). Instructional design competencies: The standards (3rd ed.) Retrieved on 15 May 2013 from htttp://www.eric.ed.gov/PDFS/ED453803.pdf.
  • Shank, P. (2004). Competencies for online instructors. Retrieved on 15 May 2013 from http://www.mnsu.edu/cetl/teachingwithtechnology/tech_resources_pdf/Competencies %20for%20Online%20Instructors.pdf.
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • SLOAN-C. (2012). SLOAN-C Online Teaching Certificate. Retrieved on 15 May 2013 from http://sloanconsortium.org/institute/certificate-program.
  • Smith, T. C. (2005). Fifty-one competencies for online instruction. The Journal of Educators Online, 2(2), 1-18.
  • Spector, J. M., & de la Teja, I. (2001). Competencies for online teaching. ERIC Digest. ERIC Clearinghouse on Information and Technology. Syracuse: NY. Retrieved on 15 May 2013 from http://www.eric.ed.gov/PDFS/ED456841.pdf.
  • UNESCO. (2011). ICT Competency Framework for Teachers. Retrieved on 15 May 2013 from http://unesdoc.unesco.org/images/0021/002134/213475E.pdf
  • University of Wisconsin La Crosse (2009). Learning outcomes handbook. Retrieved on 15 May 2013 from http://www.uwlax.edu/learningoutcomes/resources/ LearningOutcomesHandbook.pdf.
  • Williams, P. E. (2003). Roles and competences for distance education programs in higher institutions. American Journal Education, 17, 45-57.
  • Yar, C. Y., Asmuni, A., & Silong, A. D. (2008). Roles and Competencies of Distance Education Tutors in a Public University. Malaysian Journal of Distance Education, 10(1), 21-39.
  • Correspondence: Filiz Kalelioglu, Department of Computer Education and Instructional
  • Technologies, Faculty of Education, Baskent University, Ankara, Turkey
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA88UG85SV
Bölüm Makaleler
Yazarlar

Yasemin Gulbahar Bu kişi benim

Filiz Kalelioglu Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 6 Sayı: 2

Kaynak Göster

APA Gulbahar, Y., & Kalelioglu, F. (2015). Competencies for e-Instructors: How to Qualify and Guarantee Sustainability. Contemporary Educational Technology, 6(2), 140-154.
AMA Gulbahar Y, Kalelioglu F. Competencies for e-Instructors: How to Qualify and Guarantee Sustainability. Contemporary Educational Technology. Haziran 2015;6(2):140-154.
Chicago Gulbahar, Yasemin, ve Filiz Kalelioglu. “Competencies for E-Instructors: How to Qualify and Guarantee Sustainability”. Contemporary Educational Technology 6, sy. 2 (Haziran 2015): 140-54.
EndNote Gulbahar Y, Kalelioglu F (01 Haziran 2015) Competencies for e-Instructors: How to Qualify and Guarantee Sustainability. Contemporary Educational Technology 6 2 140–154.
IEEE Y. Gulbahar ve F. Kalelioglu, “Competencies for e-Instructors: How to Qualify and Guarantee Sustainability”, Contemporary Educational Technology, c. 6, sy. 2, ss. 140–154, 2015.
ISNAD Gulbahar, Yasemin - Kalelioglu, Filiz. “Competencies for E-Instructors: How to Qualify and Guarantee Sustainability”. Contemporary Educational Technology 6/2 (Haziran 2015), 140-154.
JAMA Gulbahar Y, Kalelioglu F. Competencies for e-Instructors: How to Qualify and Guarantee Sustainability. Contemporary Educational Technology. 2015;6:140–154.
MLA Gulbahar, Yasemin ve Filiz Kalelioglu. “Competencies for E-Instructors: How to Qualify and Guarantee Sustainability”. Contemporary Educational Technology, c. 6, sy. 2, 2015, ss. 140-54.
Vancouver Gulbahar Y, Kalelioglu F. Competencies for e-Instructors: How to Qualify and Guarantee Sustainability. Contemporary Educational Technology. 2015;6(2):140-54.