東華大學圖書館 |

Role and constructivist competencies of an online instructor: Elements of an online learning course.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Role and constructivist competencies of an online instructor: Elements of an online learning course./
作者:	Parker, Marsha L.
面頁冊數:	329 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3616721
ISBN:	9781303836213

Role and constructivist competencies of an online instructor: Elements of an online learning course.
Parker, Marsha L.

Role and constructivist competencies of an online instructor: Elements of an online learning course. - 329 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--Wayne State University, 2014.

Distance learning programs in higher education are evolving into the preferred model for how we educate learners in the 21st century. The traditional role of an instructor was focused on creating an effective learning environment based in a physical classroom setting. In this decade, institutions are educating and training online instructors to a virtual online asynchronous learning environment. Online programs based in higher education, specifically those focused on adult learners, are transforming how and why we educate our communities. This study will focus on online instructors who facilitate in an asynchronous learning environment populated by adult learners who attend higher-education institutions. Institutions are asking how we can transition instructors into the role of constructivist facilitators of knowledge while building their competencies as effective online instructors. This question is explored by defining the criteria for success based on core and functional (unique) competencies focused on creating a stimulating and engaging online learning environment. This research study will examine the role of an online instructor, explore current competency models, and define the unique (constructivist) competencies needed for success as an online instructor. Eventually, a certification program is needed that supports the competency development of an online instructor. This certification structure will also support how institutions (colleges as well as profit and nonprofit universities) hire, evaluate, and rank the performance of online instructors using the proposed constructivist competency model. As higher-education institutions focus on retention of the adult learner population, a shift must occur in the performance standards required of online instructors. These performance standards must be clearly defined and communicated by an institution if it is to remain competitive in the industry of delivering online courses. The proposed constructivist competency model in this study will establish the performance standards for measuring an effective online learning course. This constructivist competency model will also ensure that the next generation of online instructors has the tools and resources needed to create a vibrant and engaging online learning environment. As the online learning community expands to include profit institutions, business and industry, collaborative communities, online universities, local community colleges, local high schools, and government organizations, there is an increasing need to define how we create a quality online learning experience for our learners. The learner is demanding that we, as a learning community, provide them with the best tools, resources, and knowledge to prepare them for the real world. This learning community is challenged to inspire, develop, and cultivate the talents of our learners by ensuring they have the best online learning experience. Any shortcuts would hinder the development and ability of our future generation to compete within a global society. As (online) instructors, our purpose is to ensure that we prepare our learners with the opportunity to compete at the local, international, and global levels. Our desire should be to continue to improve our own skills through professional development opportunities, workshops, coaching, mentoring, and acknowledging the need for certification standards. These certification standards would give instructors the opportunity to invest in their own development by achieving recognized standards with financial incentives for creating a quality online learning experience. Accreditation in the field of online learning is needed to ensure that instructors are properly trained, are hired according to relevant standards and competencies, receive ongoing career development, practice consistent standards, and are held accountable for providing a quality online experience for learners. If we (i.e., organizations, institutions, universities) fail to implement a consistent set of standards, we provide a disservice to our learners by not ensuring that the same or higher standards required in a traditional classroom are applied in an online course.

ISBN: 9781303836213Subjects--Topical Terms:

3172279
Instructional design.

Role and constructivist competencies of an online instructor: Elements of an online learning course.
LDR:05246nmm a2200313 4500 001 2115368
005 20170228070221.5
008 180830s2014 ||||||||||||||||| ||eng d
020 $a 9781303836213
035 $a (MiAaPQ)AAI3616721
035 $a AAI3616721
040 $a MiAaPQ $c MiAaPQ
100 1 $a Parker, Marsha L. $3 3277017
245 1 0 $a Role and constructivist competencies of an online instructor: Elements of an online learning course.
300 $a 329 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Ingrid Guerra-Lopez.
502 $a Thesis (Ph.D.)--Wayne State University, 2014.
520 $a Distance learning programs in higher education are evolving into the preferred model for how we educate learners in the 21st century. The traditional role of an instructor was focused on creating an effective learning environment based in a physical classroom setting. In this decade, institutions are educating and training online instructors to a virtual online asynchronous learning environment. Online programs based in higher education, specifically those focused on adult learners, are transforming how and why we educate our communities. This study will focus on online instructors who facilitate in an asynchronous learning environment populated by adult learners who attend higher-education institutions. Institutions are asking how we can transition instructors into the role of constructivist facilitators of knowledge while building their competencies as effective online instructors. This question is explored by defining the criteria for success based on core and functional (unique) competencies focused on creating a stimulating and engaging online learning environment. This research study will examine the role of an online instructor, explore current competency models, and define the unique (constructivist) competencies needed for success as an online instructor. Eventually, a certification program is needed that supports the competency development of an online instructor. This certification structure will also support how institutions (colleges as well as profit and nonprofit universities) hire, evaluate, and rank the performance of online instructors using the proposed constructivist competency model. As higher-education institutions focus on retention of the adult learner population, a shift must occur in the performance standards required of online instructors. These performance standards must be clearly defined and communicated by an institution if it is to remain competitive in the industry of delivering online courses. The proposed constructivist competency model in this study will establish the performance standards for measuring an effective online learning course. This constructivist competency model will also ensure that the next generation of online instructors has the tools and resources needed to create a vibrant and engaging online learning environment. As the online learning community expands to include profit institutions, business and industry, collaborative communities, online universities, local community colleges, local high schools, and government organizations, there is an increasing need to define how we create a quality online learning experience for our learners. The learner is demanding that we, as a learning community, provide them with the best tools, resources, and knowledge to prepare them for the real world. This learning community is challenged to inspire, develop, and cultivate the talents of our learners by ensuring they have the best online learning experience. Any shortcuts would hinder the development and ability of our future generation to compete within a global society. As (online) instructors, our purpose is to ensure that we prepare our learners with the opportunity to compete at the local, international, and global levels. Our desire should be to continue to improve our own skills through professional development opportunities, workshops, coaching, mentoring, and acknowledging the need for certification standards. These certification standards would give instructors the opportunity to invest in their own development by achieving recognized standards with financial incentives for creating a quality online learning experience. Accreditation in the field of online learning is needed to ensure that instructors are properly trained, are hired according to relevant standards and competencies, receive ongoing career development, practice consistent standards, and are held accountable for providing a quality online experience for learners. If we (i.e., organizations, institutions, universities) fail to implement a consistent set of standards, we provide a disservice to our learners by not ensuring that the same or higher standards required in a traditional classroom are applied in an online course.
520 $a Keywords: constructivist, online learning, online instructor, competencies.
590 $a School code: 0254.
650 4 $a Instructional design. $3 3172279
650 4 $a Pedagogy. $3 2122828
650 4 $a Curriculum development. $3 684418
650 4 $a Educational technology. $3 517670
690 $a 0447
690 $a 0456
690 $a 0727
690 $a 0710
710 2 $a Wayne State University. $b Instructional Technology. $3 1022237
773 0 $t Dissertation Abstracts International $g 75-08A(E).
790 $a 0254
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3616721