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

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.

From Ubiquitous to Ubiquitous Blended Learning Environments

As advances in information and communication technology increasingly transform learning and teaching; blended learning and ubiquitous learning concepts have gained attention and become pervasive in 21st century. With the help of recent advances in mobile learning, wireless networks, RFID tags, a new model of blended learning—ubiquitous blended learning—that takes advantage of increasing ubiquity of online devices in online phase of blended learning is considered to gain attention in designing online courses. In this chapter, the author presents a picture of ubiquitous and blended learning studies while focusing on the results of ubiquitous learning and suggesting a rationale for such designs. The author defines ubiquitous blended learning as an instructional design approach that integrates ubiquitous technologies involved on-line and/or virtual learning with face-to-face learning by decreasing seat-time in class and increasing outdoor learning activities to facilitate learning from not just the teacher but from peer to peer and on-line learning communities as well.

Challenges and New Trends in the Design and Implementation of Flipped Learning in K-12 Education

This chapter explores the quality of learning found when using the flipped learning (FL) approach in K-12 education to promote academic achievement and critical thinking skills, reduce seat time, and improve self-efficacy. The benefits of this approach are controversial, but no clear findings have demonstrated the superiority of learning in a traditional classroom over FL. One perspective claims there are several benefits to using FL in K-12, and many educators and experts assume using this approach in traditional classrooms could show great improvements in student outcomes. The second perspective points out that some educators and specialists have doubts about using flipped methods in traditional classrooms, drawing attention to the challenges K-12 education might face in implementing this approach. The overall findings of this chapter conclude that the benefits of the FL approach supersede the potential challenges. The chapter ends with new trends in the design and implementation of flipped learning in K-12 education.

Operationalizing Computerized Testing in Mathematics Competition

This chapter seeks to take a modest and yet formative approach in proposing computer-based test (CBT) as the inevitable next wave in digital assessment. The major section reports on the practical design of developing and administering CBT in a mathematics competition by HOTS educational innovation development (HEID) in a mathematics competition. This chapter describes the CBT developmental process undertaken by HEID, which focuses on constructing multiple-choice test items, administering CBT, and scoring the test. While CBT offers the possibility of improving assessment, the process of preparing items and conducting online competition have nevertheless encountered several challenges such as getting quality test items, school and teacher readiness, seat time in front of computer, computer compatibility, and internet speed. As with many other educational reforms at infancy, more research in the area of implementing CBT to facilitate international competitions is needed in landscaping the assessment platform of Education 4.0.

Technology and Testing

Advances in computer and mobile device technology are rapidly changing the landscape of testing. Paper-and-pencil tests have been phased out in many environments and have been replaced with computer-based assessments that use computerized adaptive testing technology to reduce examinee seat time while maintaining measurement precision. The desire to provide secure on-demand assessment has sparked research on automatic item generation, online proctoring and score verification, and psychometric methods that are suitable for items beyond multiple-choice and ordered-categorical formats. The desire to measure critical thinking, interpersonal styles, health, and professional competencies in training, licensure, and selection contexts has galvanized interest in assessments involving open-ended responses, simulations, and serious games. This chapter describes recent advances in these areas, some applications in education, work, and health care, and research questions that must be answered concerning validity.