Teaching Competencies for the Online Environment | Enseigner les compétences pour l’environnement en ligne

The goals of this study are to identify key competency areas that lead to success in online instruction and to develop a framework that supports professional development and self-assessment. To identify the key competency areas, skills and behaviours presented within current literature were analyzed. Secondly, gaps were identified and levels of competence were determined within each key competency area. The resulting analysis produced the Online Teaching Competency (OTC) Matrix including five competency areas: Community & Netiquette, Active Teaching/Facilitating, Instructional Design, Tools & Technology, and Leadership & Instruction. This leveled competency matrix can be used to inform professional development in the online teaching environment and is also a useful guide in the areas of self-assessment, portfolio design, and the development and evaluation of professional development opportunities. Cette étude a comme objectifs de cerner les principaux domaines de compétences qui mènent à la réussite de l’instruction en ligne et de développer un cadre qui soutient le développement professionnel et l’autoévaluation. Afin de cerner les principaux domaines de compétences, une analyse des aptitudes et comportements présentés dans les études actuelles a été réalisée. Deuxièmement, les écueils ont été cernés et les niveaux de compétence ont été déterminés au sein de chaque domaine de compétences. L’analyse qui en a résulté a généré la matrice des compétences de l’enseignement en ligne, comprenant cinq domaines de compétences : collectivité et nétiquette, enseignement actif/animation active, conception de l’instruction, outils et technologie, ainsi que leadership et instruction. Cette matrice graduée peut servir à façonner le développement professionnel dans un environnement d’enseignement en ligne. Elle sert aussi de guide pratique pour les domaines de l’auto-évaluation, de la conception de portfolio et du développement et de l’évaluation des occasions de développement professionnel.

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Level of proficiency and professional development needs in peripheral online teaching roles

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v15i6.1771 ◽

2014 ◽

Vol 15 (6) ◽

Cited By ~ 4

Author(s):

Mercedes González-Sanmamed ◽

Pablo-César Muñoz-Carril ◽

Albert Sangra

Keyword(s):

Professional Development ◽

Virtual Environments ◽

Online Teaching ◽

Quality Teaching ◽

Teaching Competencies ◽

Online Teachers ◽

University Teachers ◽

Professional Development Needs

<p>Teaching in virtual environments demands mastery of several teaching competencies. Although the most accepted ones are pedagogical, in order to successfully teach online it becomes necessary to acquire and develop some other competencies, sometimes referred to as peripheral roles (Denis et al., 2004). The aim of this study is to analyse perceptions on the level of proficiency that online teachers have regarding these peripheral roles (social, evaluator, manager, technologist, advisor/counsellor, personal, and researcher), and their professional development needs required to improve their online teaching competencies. A questionnaire was specifically created and validated by experts, and data was gathered from 166 university teachers. The findings show that teachers highlight the importance of the peripheral roles for quality teaching, and thus, professional development programmes should be based on a balance between central and peripheral roles to better train online teachers and increase the quality of their teaching.</p>

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Designing Personalized Online Teaching Professional Development through Self-Assessment

TechTrends ◽

10.1007/s11528-017-0211-3 ◽

2017 ◽

Vol 61 (5) ◽

pp. 444-451 ◽

Cited By ~ 9

Author(s):

Jason Rhode ◽

Stephanie Richter ◽

Tracy Miller

Keyword(s):

Professional Development ◽

Online Teaching ◽

Self Assessment ◽

Teaching Professional Development ◽

Teaching Professional

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Optimisation for physicians continuous professional development

HEALTH OF WOMAN ◽

10.15574/hw.2016.114.119 ◽

2016 ◽

pp. 119-120

Author(s):

O.S. Sherbinska ◽

Keyword(s):

Professional Development ◽

Continuous Professional Development ◽

Active Teaching ◽

Key Word

This publication contains information about basic methods of active teaching in the frameworks of physicians’ continuous professional development and the ways of doctors involving the trainees. Key word: methods of acting teaching, continuous prof essional development, teachingstile.

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E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽

10.1177/0033688220985274 ◽

2021 ◽

pp. 003368822098527

Author(s):

Benjamin Luke Moorhouse ◽

Yanna Li ◽

Steve Walsh

Keyword(s):

Language Learning ◽

Online Teaching ◽

English Language ◽

Teacher Educators ◽

Language Teachers ◽

Online Environment ◽

Management Competencies ◽

Face To Face ◽

English Language Teachers ◽

Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

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Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

RELC Journal ◽

10.1177/0033688220981784 ◽

2021 ◽

pp. 003368822098178

Author(s):

Anisa Cheung

Keyword(s):

Professional Development ◽

Hong Kong ◽

Technology Integration ◽

Online Teaching ◽

Pedagogical Beliefs ◽

Structured Interviews ◽

Online Mode ◽

Using Data ◽

Synchronous Online

This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.

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Transformative Learning in an Online Environment

International Journal of Adult Vocational Education and Technology ◽

10.4018/javet.2010040101 ◽

2010 ◽

Vol 1 (2) ◽

pp. 1-9 ◽

Cited By ~ 9

Author(s):

Patricia Cranton

Keyword(s):

Transformative Learning ◽

Learning Theory ◽

Online Teaching ◽

Transformative Learning Theory ◽

Online Environment

The purpose of this article is to explore the potential for fostering transformative learning in an online environment. It provides an overview of transformative learning theory, including the variety of perspectives on the theory that have evolved as the theory matured. Strategies and practices for fostering transformative learning are presented, followed by a description of the online environment and how strategies for encouraging transformative learning might be carried into that environment. Students’ voices are brought in to corroborate and to question the importance of these strategies. The article concludes with a discussion of how an educator’s style and strengths can be brought into online teaching, especially with a view to helping learners examine their meaning perspectives.

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