Defining distance education roles and competencies for higher education institutions : a computer-mediated Delphi study /
The study had three purposes: To identify the competencies and roles needed in distance education in higher education; to rate the importance of those competencies; and to compare the results to those of a previous competency study done five years ago by Thach (1994). This study followed the pat...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2000.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=731930541&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The study had three purposes: To identify the competencies and roles needed in distance education in higher education; to rate the importance of those competencies; and to compare the results to those of a previous competency study done five years ago by Thach (1994). This study followed the pattern of previous competency studies by utilizing a panel of distance education experts to determine roles and competencies. Fifteen distance education experts made up the panel, completing four rounds of questionnaires in a web-based Delphi technique. This research identified thirteen roles for distance education programs in higher education: Administrative Manager, Instructor/Facilitator, Instructional Designer, Technology Expert, Site Facilitator/Proctor, Support Staff, Librarian, Technician, Evaluation Specialist, Graphic Design, Trainer, Media Publisher/Editor, and Leader/Change Agent. Thirty general competencies emerged that are necessary to varying degrees across all roles. They include competencies related to communication and interpersonal relationships such as Collaboration/Teamwork Skills, Interpersonal Communication Skills, Writing Skills, Questioning Skills and others. Also, administration and management competencies included Knowledge of Support Services; Organizational Skills; Planning Skills; and Knowledge of Intellectual Property, Fair Usage & Copyright Regulations. Technology Competencies needed across all roles were Basic Technology Knowledge, Knowledge of DL Field, and Technology Access Knowledge. Finally, Instructional competencies were found to be necessary across all roles: Skills in Development of Collaborative, Student Focused Learning Environment; and Adult Learning Theory. The level of mastery of a general competency will vary from role to role. The importance of the roles and competencies will vary depending on the institutional environment particularly related to the distance education model being implemented. Specific technology competencies will vary depending on the mode of delivery of instruction to distant students. Interpersonal and communication skills remain necessary across all roles and dominated the top ten general competencies in both studies. Basic Technology Skills, Collaboration/Teamwork skills and Internet related skills became important. Institutions of higher education can use the results in the staffing of distance education programs and in the design of staff development programs. |
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| Item Description: | Vita. "Major Subject: Educational Human Resource Development". |
| Physical Description: | x, 274 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 119-127). |