A process-oriented framework for acquiring online teaching competencies
A process-oriented framework for acquiring online teaching competencies
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DOI：
10.1007/s12528-010-9040-5
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发表时间：
2011-04-01
影响因子：
5.6
通讯作者：
Abdous, M'hammed
中科院分区：
文献类型：
--
作者：
Abdous, M'hammed
作为一个需要多种能力的多维结构，在线教学正在迫使大学重新思考传统的教师角色和能力。考虑到这一点，本文提出了一个面向过程的框架，围绕三个连续的非线性阶段构建：（1）之前：准备、规划和设计； (2) 期间：促进、互动和提供/收集反馈； (3) 之后：反思和考虑经验教训。该框架基于现有模型以及我们设计和与教师设计和教授在线课程的经验，提供了对与在线教学相关的各种角色和能力的系统理解。使用该框架应该使高等教育机构（HEIs）能够制定全面有效的教师发展计划，能够帮助教师为所有学生创造和促进有效的学习机会。
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.