scholarly journals Faculty Views of Online Competency-Based Education, Self-Efficacy, and Institutional Support

2021 ◽  
Author(s):  
Christopher Russell Prokes
Keyword(s):  
Self Efficacy ◽  
Teaching And Learning ◽  
Traditional Education ◽  
College Campuses ◽  
Credit Hours ◽  
Competency Based Education ◽  
Mastery Experiences ◽  
Competency Based ◽  
Support Mechanisms ◽  
Seat Time

Competency-based education (CBE) is essentially an online approach to teaching and learning featuring flexible pacing, robust competencies, and an emphasis on student completion. CBE’s differs from traditional education that focuses on seat time, credit hours, and academic objectives. Though CBE has existed on college campuses in many forms, faculty are often inexperienced in teaching CBE. Facing growing demands for CBE (notably from non-traditional students), institutions must find ways to prepare faculty to take part in CBE. This mixed methods study explored faculty views of CBE, their self-efficacy, and beliefs about support mechanisms needed for those teaching and delivering CBE. Findings suggest faculty have mixed views of CBE, generally high self-efficacy due to the importance of mastery experiences, and believe in the importance of specific learning opportunities in an environment built on collaboration to ensure CBE faculty are supported and can thrive. Findings can inform current and future CBE practicing institutions to ensure faculty are trained and capable in an environment of collaboration.

COMPETENCY-BASED EDUCATION: THEORY AND PRACTICE

2021 ◽  
Author(s):  
Tacettin Açıkgöz ◽  
Mustafa Cem Babadoğan
Keyword(s):  
Mixed Methods Research ◽  
Traditional Education ◽  
Theory And Practice ◽  
Formative Assessments ◽  
Competency Based Education ◽  
Education Theory ◽  
History Of ◽  
Competency Based ◽  
Convergent Design ◽  
Structured Questionnaire

This study aimed to reach a pro on Competency-Based Education (CBE) through the opinions of Educational Sciences experts and to review the literature on CBE. In this study, convergent design, one of the mixed methods research, was used, and a semi-structured questionnaire was used to collect data. The sample was selected through convenience sampling and consisted of 28 participants. In the study, the documents related to National and International Qualifications Frameworks, history of CBE, its comparison with traditional education, its implementation, and the challenges of CBE practices are reviewed. The findings revealed that there is a conceptual consensus among the experts on the concepts of skill and learning outcome, but no agreement on the use of “competence,” “proficiency,” and “qualification.” The study showed that the experts adopt the most up-to-date definitions of CBE, but it is often confused with Proficiency-Based Education. The study revealed that CBE focuses on the demonstration of competence when considering students’ progress and measures it by formative assessments and that, in CBE, students’ learning gaps are eliminated by supporting them at each stage.

Establishing a Student-Centered Environment to Support All Learners

2017 ◽  
pp. 155-182 ◽  
Author(s):  
James D. Basham ◽  
Skip Stahl ◽  
Tracey Hall ◽  
Richard Allen Carter Jr.
Keyword(s):  
Personalized Learning ◽  
Traditional Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
Education Practice ◽  
Self Regulated Learning ◽  
Competency Based Education ◽  
Competency Based ◽  
Turnaround Process ◽  
The Impact

Within this chapter, technology-enhanced personalized learning is highlighted as a model for supporting all students in an inclusionary setting. Content of the chapter is focused on the birth, development, growth, and the eventual demise of a student-centered-model in one turn-around school district. The chapter focuses on the interplay of teacher methods and expectations; the impact of real-time progress data by students and teachers, and the points of contact where innovation collided with the expectations of traditional education practice. The authors also discuss various political elements that emerged as a result of the turnaround process. Finally, elements of the roles of teachers, technology, data, self-regulated learning, and competency-based education are discussed relative to establishing a student-centered learning environment.

scholarly journals Dispatches from the front: emergency medicine teachers' perceptions of competency-based education

CJEM ◽  
2011 ◽  
Vol 13 (03) ◽  
pp. 155-161 ◽  
Author(s):  
Glen Bandiera ◽  
David Lendrum
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Health Science ◽  
Focus Group Study ◽  
Qualitative Researcher ◽  
Teachers Perceptions ◽  
Competency Based Education ◽  
Health Advocate ◽  
Competency Based

ABSTRACTObjectives:Controversy exists regarding the applicability of competency-based education during clinical rotations in emergencymedicine (EM). Little has been written about the perceptions of front-line teachers regarding one such competencybased education paradigm, the CanMEDS framework. We undertook to determine 1) what perceptions exist among frontline teachers at two academic health science emergency departments (EDs) regarding the use of the CanMEDS roles to frame what residents should learn on ED rotations and 2) how those same teachers envision practically incorporating the CanMEDS roles into feedback provided to residents.Methods:Teachers at two sites volunteered for a semistructured focus group study. Focus groups were moderated by an experienced qualitative researcher, and verbatim transcriptions were coded by two independent reviewers. The codes were merged into final themes. The final focus group was used to further explore issues raised and test assumptions made in the preceding groups.Results:In five focus groups involving 21 participants, the Medical Expert and Professional roles were seen as most relevant to an EM rotation, whereas the Health Advocate, Manager, Scholar, and Collaborator roles were least relevant. On further exploration, however, faculty identified highly relevant components of each role that they could envision teaching in an ED. Participants also felt that the framework helped highlight the breadth of physician competencies and provided structure for teaching and feedback.Conclusions:EM faculty find the CanMEDS framework helpful for structuring teaching and learning and that many elements of the roles, when defined, are feasible to integrate into a clinical rotation.

Competency-Based Education: Handling Implementation Difficulties

1980 ◽  
Vol 9 (2) ◽  
pp. 157-162
Author(s):  
Charles E. Feasley
Keyword(s):  
Literature Review ◽  
Time Variable ◽  
Grading System ◽  
Partial Credit ◽  
Credit Hours ◽  
Competency Based Education ◽  
Competency Based

A review was conducted of the published and unpublished literature which describes records and registration practices of operating competency-based programs. Nineteen institutions were compared with regard to the salient characteristics of CBE records and registration systems noted in the literature review. These characteristics included the use of: (1) entering competencies; (2) partial credit hours; (3) time variable registration; (4) course equivalency of competencies; (5) reflection of competencies on transcripts; and (6) the use of a multivariate grading system. Finally, one institution's model for the incremental incorporation of these various CBE components into operation is offered for consideration.

A culture of competence: A survey of implementation of competency-based education and assessment.

2016 ◽  
Vol 10 (4) ◽  
pp. 198-205 ◽  
Author(s):  
Catherine L. Grus ◽  
Carol Falender ◽  
Nadya A. Fouad ◽  
Ashima Kapur Lavelle
Keyword(s):  
Competency Based Education ◽  
Competency Based

Pengaruh konsep diri, self efficacy dan motivasi terhadap Learning outcome mata pelajaran Aqidah Akhlak di kelas XI MA Pacet Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 37
Author(s):  
Happy Ikmal
Keyword(s):  
Learning Outcomes ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Regression Coefficient ◽  
T Test ◽  
Self Concept ◽  
Working Hypothesis ◽  
Calculation Results ◽  
The Right

Teaching and learning activities is a conscious activity and aims. Therefore, for these activities can be run well and achieve the expected goals, it must be done with the strategy or the right learning approach .. The purpose of this study were: 1) to describe the influence of Self-Concept on the results of studying chemistry at Class XI MA Pacet Mojokerto. 2) Describe the effect of self-efficacy on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 3) Describe the effect of motivation on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 4) Describe the relationship Self-concept, self-efficacy and motivation to Results studied chemistry at Class XI MA Pacet Mojokerto. From the results of the analysis can be summarized as follows: 1) There is a significant relationship between self-concept of the Learning outcomes chemistry inquiry model. T test against self-concept variables (X1) obtained regression coefficient (B) 0.440 (44.0%), coefficient (Beta) 0.091, tcount of 0.378 with significance 0.006 t. Because of the significance of t less than 5% (0.007 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 2) There is a significant relationship between self-efficacy toward chemistry Learning outcomes inquiry model. T test for Self-efficacy variable (X2) obtained regression coefficient (B) 0.329 (32.9%), coefficient (Beta) 0.124, tcount of 0.436 with a significance of 0.009 t. Because of the significance of t less than 5% (0.008 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 3) There is a significant relationship between motivation to learn chemistry results inquiry model. T test for motivation variable (X3) obtained regression coefficient (B) 0.130 (13.0%), coefficient (Beta) 0.065, tcount of 0.230 with a significance of 0.001 t. Because of the significance of t less than 5% (0.001 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) received 4) From the calculation results obtained Fhitung value 2,249 (significance F = 0.001). So Fhitung> F table (2,249> 2:03) or Sig F <5% (0.001 <0.05). It means that together independent variables consisting of variable self-concept (X1), Self-efficacy (X2), motivation (X3) simultaneously to variable results of studying chemistry (Y).

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