Content uploaded by M'hammed Abdous
Author content
All content in this area was uploaded by M'hammed Abdous on Nov 06, 2014
Content may be subject to copyright.
A preview of the PDF is not available
A process-oriented framework for acquiring online teaching competencies
Abstract and Figures
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.
KeywordsOnline learning–Online teaching roles and competencies–Faculty development
Figures - uploaded by M'hammed Abdous
Author content
All figure content in this area was uploaded by M'hammed Abdous
Content may be subject to copyright.
... Generally, interviewee data reveal similar findings, that is that broad skills and behavioural tasks are needed [32]. Abdous's [33] framework consists of before (preparing, planning, and designing), during (facilitating, interacting, and providing/gathering feedback) and after (reflecting and considering lessons learned). As stated by the interviewee: "It is all about nourishing a strong relationship with the student that is built on respect, trust, and mutual understanding. ...
... It promotes personal growth and both emotional and intellectual fulfilment." Various studies [33][34][35] emphasise that an active communication and social presence from all are essential, as shown by the respondent's statement: "You must keep a professional distance. You need to be able to empathise with the adolescent as well. ...
... According to Queiroz and Mustaro (2003), the OTC of lecturers is the ability to use technology, design and implement courses, moderate, organize, and archive asynchronous discussions, establish ground rules, guide, and animate synchronous discussions, integrate different teaching and learning styles into the course, interact actively with students and provide constant feedback, make students aware of cultural differences among members of a group, and practice Internet ethics. Abdous (2011) proposed a comprehensive framework for competence in online teaching based on the belief that online teaching is the interaction of three major components: content, pedagogy, and technology. According to Abdous (2011), competence in online teaching regards three nonlinear phases of the online teaching experience: before, during, and after. ...
... Abdous (2011) proposed a comprehensive framework for competence in online teaching based on the belief that online teaching is the interaction of three major components: content, pedagogy, and technology. According to Abdous (2011), competence in online teaching regards three nonlinear phases of the online teaching experience: before, during, and after. Lecturers are capable of preparation, planning, and design throughout the pre-online teaching period. ...
The strong development of information and communication technology and the in-depth impact of the COVID-19 pandemic promote faster digital transformation and provoke online teaching modes at Vietnamese universities. To flexibly adapt to the above changes, university lecturers need to be in-service trained in online teaching competence. The aim of this study is to develop an Online Teaching Competence Framework for University Lecturers in Vietnam that will serve as a scientific basis for building an online teaching competence training program for both lecturers and teacher education. The Online Teaching Competence Framework for University Lecturers was created through (1) a systematic literature review on the online teaching competence of lecturers and (2) exploratory factor analysis and Cronbach’s alpha coefficient of its component competencies and items based on data from 311 lecturers at two public universities of technology and education in Vietnam. The Online Teaching Competence Framework for Lecturers was established with 25 items under five component competencies, namely “Technology”, “Understanding Student Learning”, “Digital Content Development and Learning Facilitation”, “Online Learning Outcomes Assessment” and “Online Session Administration”. The limitations and practical recommendations for further research are also addressed in this study.
... The third main professional development activities were thematically coded as design skills. As it is a demanding task to design and develop online courses, language institutes must have an instructional designer and technologist, media and graphic designers, and a production team (Abdous, 2011). These individuals work collaboratively to produce high-quality online courses (Haughton et al., 2014). ...
... Findings revealed that teachers have pedagogical needs, content needs, design and technical skills, communication and social skills, and classroom management skills for online classes. A number of the related studies also reported pedagogical needs (e.g., Abdous, 2011;Albrahim, 2020;Alman & Tomer, 2012;Bailie, 2011;Kasprabowo et al., 2018;Munoz Carril et al., 2013;Nugraha & Maulida, 2021). Therefore, in line with the findings of this study and the related studies, it can be inferred that these tasks, skills, and competencies are useful in creating and designing PD opportunities for online teachers. ...
Teachers must be prepared to shift from face-to-face to online classes in emergencies like COVID-19. Fortunately, electronic learning made teaching a second or foreign language online possible. Online teaching requires EFL teachers to acquire new knowledge, skills, and competencies. Professional development (PD) is necessary to assist teachers in developing new pedagogies and competencies and coping with recent roles in online learning contexts. In effect, this study aimed to screen EFL teachers' main professional development needs for quality teaching in both face-to-face and online environments. By employing a theoretical sampling technique, the researchers conducted phenomenological research and interviewed 18 experienced EFL teachers who had practiced online teaching during Pandemic. Semi-structured interviews were held, recorded, and transcribed verbatim. The interviews were analysed using open, axial, and selective coding. Finally, it was manifested that EFL teachers have six PD needs for face-to-face classes namely pedagogical, language knowledge, classroom management, assessment, educational psychology, and material development needs. Moreover, findings revealed that EFL teachers' PD needs for online teaching could be classified into five main categories including pedagogical, content, designing and technological, communication and social skills, and classroom management needs. It is concluded that EFL teachers might feel uncomfortable teaching online courses because of the many roles and responsibilities. Therefore, it is necessary to determine EFL teachers' PD needs and competencies so that teacher educators and language institutes can design PD programs for online teachers. Findings have theoretical and practical implications for electronic learning experts, EFL teachers, teacher trainers, and language institutions.
... (2011); Bailie (2011); Bailey & Card (2009); Bawane & Spector (2009); Munoz Carril et al. (2013), etc.Design Skills: Designing and developing online courses is a demanding task. It requires having a design and production team, which consists of an instructional designer, instructional technologist, graphic and media designers and production team, and librarians(Abdous, 2011). These individuals work collaboratively to produce high-quality online courses(Haughton, Sandt, & Slantcheva-Durst, 2014). ...
As rapid technological advance associated with the context of post covid-19 pandemic, digital transformation in higher education in Vietnam is considered as an inevitable trend, in which lecturers, especially lecturers’ online teaching competencies play a decisive role for the success of this process. This study proposes a model of factors constituting the online teaching competencies of lecturers that affect students’ satisfaction with the online teaching activities of foreign language lecturers in some public universities in Ho Chi Minh City. As the data collected from 203 students at some public universities in Ho Chi Minh city through questionnaire, then analyzed via SPSS 20 software, there’re 06 factors affecting students’ satisfaction with online teaching competencies of lecturers, including pedagogy skills, technological skills, design skills, content skills, management and institutional skills, and social and communication skills. Accordingly, some implications are suggested based on the research findings to enhance the online teaching competencies of foreign language lecturers in some public universities in Ho Chi Minh city.
... To achieve their learning objectives, teachers needed to not only employ efficient teaching methods, knowledge, and skills, but also consider external factors such as infrastructure, reliable internet access, digital literacy, and support services that contribute to the success of online learning (Khan et al., 2020;Mishra & Mehta, 2017;Zhang, Wang, Yang, & Wang, 2020). As stated in the study by Abdous (2011) digital education is divided into three stages-before, during, and after the session. This is because learning digitally entails preparing, planning, and designing t he lesson in the first phase (before phase), followed by the during the lesson phase, and finally the after phase. ...
The purpose of this study is to investigate the difficulties faced by teachers while delivering online classes and to find various strategies to address these concerns. This study also aims to examine the post-pandemic shift toward blended teaching along with traditional methods. The present study utilizes a qualitative approach. The sample of the study comprises teachers in higher education institutions (HEIs) in Punjab. Semi-structured in-depth interviews with 32 teachers were conducted regarding the challenges they face while conducting online classes. The analysis was done using ATLAS.ti version 8. The findings shed light on six different categories of the difficulties faced by teachers: teaching amidst the home setting, assessment and evaluation, students’ engagement in online learning, technical problems, personal problems faced by the teachers, and issues related to institutional support. The study also tries to illustrate the transition from online to blended teaching, which has now become a new normal or the ‘next normal,’ despite the challenges. COVID-19 is one of the most severe issues that humanity has ever encountered. The transition and acceptance process varied across countries, regions, and institutions due to local circumstances and guidelines, but it was undoubtedly a roller coaster for teachers. Different individuals gradually unfolded the challenges. Blended education offers a flexible solution that can effectively address the challenges associated with online education in the post-pandemic era.
... Библиотека предлагает курс по интернет-поиску для студентов, которым доступны лишь учебные курсы по компьютерным навыкам. Сотрудники развития факультета или учебного заведения готовы помочь, но не разбираются в педагогике и методах модернизационного образования [1]. ...
The article deals with the problem of developing a theory of modernization of digital education, which forms a plurality of identities and the intelligence of students. The authors proceed from the fact that the functioning of modern societies in various states is complicated by the rapidly growing diversity in the world and the corresponding change in communication technologies and industrial relations, in connection with which the relevance of managing the socio-cultural life of people and society as a whole has increased. Therefore, identification research is of great importance today. The modern multiplicity of identification properties of people is associated with the existence of two opposite process-es in the information society: assimilation and multiculturalism. The authors of the article believe that in the system of modernization education of young people it is necessary to introduce such categories as "multiple identity" (multiple identity) and the plural-ity of skills, abilities and abilities (multiple intelligences), in view of the fact that students create themselves, describe, including their skills, potential and preferences. The authors came to the conclusion that educational organizations should independently develop their own policy of social and educational assimilation of students to the universal process of education, where there are "examples" of norms and values that allow students to identify themselves as "worthy" of certain expectations on the part of teachers, teachers and educational administration. institutions. This policy should also include methods of their social integration through informational impact and interaction of teachers with students, allowing them to maintain certain rules of interactive communication. The theory of modernization learning includes both communication theory and learning theory. The versatility of modern distance education is the construction of web communities, where dialectical and democratic pedagogy is recreated, combining various models and styles of learning (the concepts of behaviorism, cognitivism and constructivism are known in the education system).
... This educational model requires lecturers to improve their teaching methods to encourage students to study effectively in an online teaching. Abdous (2011) identified online teaching competence as related to three stages of teaching (before, during and after). Lecturers have the ability to prepare, plan and design before teaching. ...
The rapid digital transformation and the widespread influence of the COVID-19 pandemic have impacted higher education in Vietnam. This social setting fosters online teaching and lecturers’ online teaching competencies. The aim of this study is to investigate online teaching competence at two universities of technology and education in Vietnam through a survey. Based on a review of the literature, an online teaching competence scale for lecturers was developed and its validity and reliability were evaluated using exploratory component analysis and Cronbach's alpha coefficients with data from 311 lecturers at two public universities of technology and education. The online teaching competency scale for lecturers consists of 25 items organized into five component competencies: “Understanding student learning”, “online session administration”, “digital content development and learning facilitation”, “technology” and “online learning outcomes assessment”. With the exception of “technology”, the remaining component competencies were identified as good. Not only online teaching modes but also online teaching activities and productions were also deployed to maintain learning activities especially during the COVID-19 pandemic at two universities. Recommendations for developing lecturers' online teaching competence were also considered.
Building a culture of collaborative online compliance of West African universities in implementing computer based test for quality instructional evaluation in schools forms the bed rock for strategic possibilities of utilizing opportunities for repositioning Higher education and overcoming challenges in the 21 st Century teaching and learning using reflective exercises to build administrative effectiveness of West African universities. This paper offers lessons learned from reflecting on the implementation of Computer Based Test examination of a university in West Africa (University of Delta, Agbor-UNIDEL). The paper offered some conceptual clarifications; looked at the staff engagement in the implementation exercise, reflective exercises of staff and student in the implementation exercise, the strategies employed and the administrative effectiveness of the management of both human and material resources. The study is guided by four research questions and two hypotheses. The study is hinged on the Collaboration planning Approach and Theory of Constraint. The value of the chi square statistic obtained from the analysis is 1.534 a and the p-value (0.674). The result is significant if p-value is equal to or less than the designated alpha level (normally 0.05). In this case, the p-value is greater than (>) the standard alpha value, so we reject the alternative Hi and accept null (H0) hypothesis that states that "There is no significant difference between male and female strategies for collaboration with colleagues within and outside the institution". In order words, the result is not significant-the data suggests that there is no significant difference between the strategies deployed by the variables male and female for collaboration with colleagues within and outside the institution (UNIDEL). How the frequency of respondents indicate that male are more responsive to issues of building online compliance and computer based test(CBT) implementation.
بحلول جائحة كوفيد19 اختلف واقع التعليم؛ نتيجة انتقاله من الصفوف الدراسية إلى الغرف الافتراضية. وقد صاحبه العديد من التحديات التي من المحتمل أن تؤثر في الانفعالات النفسية للمعلمين أثناء العملية التعليمية. لذلك تهدف الدراسة الحالية البحث في العلاقة بين انفعالات المعلمين في الفصول الافتراضية وكفايات التعليم الإلكتروني بمدارس التعليم الأساسي وما بعد الأساسي بسلطنة عمان. تكونت عينة البحث من (242) معلماً ومعلمة. استخدمت الدراسة المنهج الوصفي. وقد طبق على المشاركين مقياس الانفعالات النفسية للمعلمين، ومقياس كفايات التعليم الإلكتروني. وأشارت النتائج إلى ارتفاع مستوى انفعالات المعلمين وجاء القلق هو الأكثر شيوعا. وأشارت أيضا إلى انخفاض مستوى كفايات التعليم الإلكتروني لدى المعلمين ما عدا قيادة التعليم الإلكتروني والشبكات. كذلك أظهرت النتائج وجود فروق ذات دلالة إحصائية في انفعالات المعلمين وكفايات التعليم الإلكتروني تعزى إلى متغيرات ديموغرافية كالنوع، وسنوات الخبرة والتخصص. وأخيرا أشارت النتائج إلى وجود فروق دالة إحصائيا في انفعالات المعلمين تعزى إلى كفايات التعليم الإلكتروني لديهم.
A well-designed syllabus provides students with a roadmap for an engaging and successful learning experience, whereas a poorly designed syllabus impedes communication between faculty and students, increases student anxiety and potential complaints, and reduces overall teaching effectiveness. In an effort to facilitate, streamline, and improve overall syllabi quality, this article proposes a design framework for constructing a learner-centered online syllabus generator system. Based on a learner-centered syllabus template, the proposed framework integrates the widely used system lifecycle approach and the idea of peer review in developing a syllabus preparation lifecycle. Guided by this framework, an online syllabus generator system was created to demonstrate the framework's utility. This online tool enables faculty to easily create, adapt, and share course syllabi, without the inefficiencies, inconsistencies, and time constraints associated with the traditional ways of preparing syllabi. Early results indicate that faculty are highly satisfied with the syllabus generator tool. The majority of the respondents reported that the tool helped them reduce syllabus preparation time and communicate course goals and expectations.
The Internet is widely used in K-12 schools. Yet teachers are not wellprepared to teach with the Internet, and its use is limited in scope and substance. This article uses case studies of three high school science teachers to develop a framework for teaching with the Internet, exploring how the Internet shapes and is shaped by classroom practices. The framework includes five affordances of resources: (a) boundaries, (b) authority, (c) stability, (d) pedagogical context, and (e) disciplinary context. These interact with fundamental challenges of teaching to produce wide variation in Internet use. The case studies suggest that affordances vary because of activity design and characteristics of the resource. Challenges to teachers depend on how they position themselves with respect to the affordances.
This paper provides an analysis of the factors which influence the adoption of educational technology in higher education. It argues that the technology is mature enough, although care needs to be taken about definitions of terms used. The role of educational technology is analysed in terms of what we know about learning, and the conclusion drawn that we know enough about the design of educational technology environments, but that this knowledge is not widely applied. The paper then discusses the research about institutional factors which impact on adoption of new technologies in higher education, before concluding that the major factors affecting adoption are human, and these can only be addressed through effective leadership and change management.
When you really get down to analysing it, the promises of E-Learning often have yet to materialize. The question how e-learning can be successful becomes more urgent as we move from an 'early adopter' stage to a more general offering. In the discussion about the best strategy for e-learning it becomes more an more clear that e-learning has to be based on the learner. This includes the necessity to postulate in a clear way that the needs of the learners have to be determined in a concrete manner before starting the project. Important aspects are therefore the awareness of the learning biography, of individual learning preferences and of social needs.
It is important to acknowledge that quality of a learning process is not something that is delivered to a learner by an e-learning provider but rather constitutes a process of co-production between the learner and the learning-environment. That means that the product/ outcome of an educational process is not exclusively a result of the production process of an educational institution. Quality therefore has to do with empowering and enabling the learner. It has to be defined at the final position of the provision of the learning-services: the learner. The article describes learners preferences in e-learning based on empirical results of today's largest survey in this field [1]. It thus facilitates the construction of learner oriented services portfolios in e-learning.
Was macht E-Learning erfolgreich? Diese Frage steht am Anfang einer Vielzahl von Auseinandersetzungen zum Thema Qualität im Bereich des E-Learning. In vielen Diskussionen und Vorträgen zeigt sich einerseits die zunehmende Bedeutung, die dem Thema Qualität beim E-Learning im Allgemeinen - und lernerorientierter Qualitätsentwicklung im Speziellen - beigemessen wird. Andererseits ist jedoch vielfach eine große Unsicherheit in Bezug auf diese (neue?) Lernform zu spüren, sowohl bei Praktikern der Weiterbildung als auch bei Entwicklern, Autoren und Lernern: Dozenten sehen sich mit einer neuen Rolle konfrontiert, die sie zum Begleiter und Moderator von Lernprozessen macht. Softwareentwickler müssen bei der Konzeptionierung und Implementierung von Lernsoftware zunehmend stärker über die eigenen disziplinären Grenzen hinweg gehen und interdisziplinären Austausch mit Pädagogen, Autoren und Lernern suchen. Von Autoren wird verlangt, zukünftig nicht mehr in stringent aufeinander aufbauenden Lerndramaturgien zu denken, sondern Lernmodule zu erstellen, die dekontextualisiert und somit besser wiederverwendbar sind. Auf Lernerseite stellt sich in einem sich stetige ausdifferenzierenden Markt die Frage danach, welches die wichtigsten Merkmale für gute E-Learning-Angebote sind und welche Anbieter die besten Leistungen für einen angemessenen Preis bieten. Diese sehen sich wiederum mit einer immer weiter fortschreitenden Didaktisierung einer ursprünglich technologischen Entwicklung - und einer sich verstärkenden Lernerorientierung konfrontiert.
Eine umfassende Studie1 zeigt nun erstmals, wie wertvoll es ist, einmal die Lerner zu Wort kommen zu lassen. Nicht technologieorientiert sondern lernerorientiert (und technologieunterstützt) muss erfolgreiches E-Learning zukünftig gestaltet sein. Anforderungen von Lernern an E-Learning-Arrangements bilden hier Gegenstand der Forschung. Die umfassende Forschungsarbeit geht davon aus, dass in Zukunft eine konsequente Qualitätsforschung aus der Lernerperspektive notwendig ist. Dabei kommt es insbesondere darauf an, Determinanten eines Qualitätsbegriffes aus Sicht der Lerners zu ermitteln und soweit zu konkretisieren, dass sie in die Konstruktion von konkreten E-Learning-Angebote überführt werden können. Die zugrunde liegende Fragestellung lautete daher: Was sind bedeutsame Faktoren für die Qualität beim E-Learning aus Lernersicht?
Keywords
Quality, E-Learning, Learner-orientation, Learner's preferences, empirical model, subjective quality
This meta-analysis of the experimental literature of distance education (DE) compares different types of interaction treatments (ITs) with other DE instructional treatments. ITs are the instructional and/or media conditions designed into DE courses, which are intended to facilitate student–student (SS), student–teacher (ST), or student–content (SC) interactions. Seventy-four DE versus DE studies that contained at least one IT are included in the meta-analysis, which yield 74 achievement effects. The effect size valences are structured so that the IT or the stronger IT (i.e., in the case of two ITs) serve as the experimental condition and the other treatment, the control condition. Effects are categorized as SS, ST, or SC. After adjustment for methodological quality, the overall weighted average effect size for achievement is 0.38 and is heterogeneous. Overall, the results support the importance of the three types of ITs and strength of ITs is found to be associated with increasing achievement outcomes. A strong association is found between strength and achievement for asynchronous DE courses compared to courses containing mediated synchronous or face-to-face interaction. The results are interpreted in terms of increased cognitive engagement that is presumed to be promoted by strengthening ITs in DE courses.
The Virtual Classroom is a teaching and learning environment constructed in software, which supports collaborative learning among students who participate at times and places of their choosing, through computer networks. This paper describes experiences and results of utilizing Computer Mediated Communications structured to create a Virtual Classroom (VC). Emphasis is placed on guidelines for using the technology successfully by incorporating "collaborative learning" activities.
This article explores the benefits and challenges of blended learning in higher education from the perspective of students, faculty, and administration that have had direct experience with this form of course delivery. Students indicate that a blended learning model provides them with greater time flexibility and improved learning outcomes but that initially they encounter issues around time management, taking greater responsibility for their own learning, and using sophisticated technologies. Faculty suggest that blended courses create enhanced opportunities for teacher-student interaction, increased student engagement in learning, added flexibility in the teaching and learning environment, and opportunities for continuous improvement. They state that the challenges faced in developing such a course include a lack of time, support and resources for course redesign, acquiring new teaching and technology skills, plus the risks associated with delivering a course in a blended format. From an administrative perspective, blended learning presents the opportunity to enhance an institution's reputation, expand access to an institution's educational offerings, and reduce operating costs. The challenges consist of aligning blended learning with institutional goals and priorities, resistance to organizational change and lack of organizational structure and experience with collaboration and partnerships.
Educators are currently attempting to integrate computers into the classroom, in order to humanize their use. The strategies that have been adopted, however, are primarily logistical and ignore the philosophy that underpins this technology. It is argued in this paper that educational technology will not be humanized until it is understood to be sustained by a philosophy other than technological rationality, and thus is provided with a human base. The ‘life-world’ (Lebenswelt) is identified as a proper foundation for technology, because technological rationality is illustrated to be a modality of human expression. When this is the case, technology is placed in the service of humankind, for it cannot be conceived as the genesis of personal freedom.