دورية أكاديمية
Comparing K-12 Online and Blended Teaching Competencies: A Literature Review
| العنوان: | Comparing K-12 Online and Blended Teaching Competencies: A Literature Review |
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| اللغة: | English |
| المؤلفون: | Pulham, Emily, Graham, Charles R. (ORCID |
| المصدر: | Distance Education. 2018 39(3):411-432. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Online Courses, Educational Technology, Technology Uses in Education, Blended Learning, Elementary Secondary Education, Teacher Competencies, Teaching Skills, Technological Literacy, Instructional Design, Student Evaluation, Integrated Learning Systems, Computer Mediated Communication |
| DOI: | 10.1080/01587919.2018.1476840 |
| تدمد: | 0158-7919 |
| مستخلص: | This article presents a synthesis of reports and research on K-12 blended teaching competencies compared with K-12 online teaching competencies. The skills needed to teach in online and blended environments are distinct from traditional teaching, but teacher education programs often do not equip preservice teachers for the new modes of instruction. Additionally, there is a dearth of research on blended teaching competencies. This review synthesizes 8 blended teaching documents and 10 online teaching documents. Seven global themes identified in both competency domains are (1) pedagogy, (2) management, (3) assessment, (4) technology, (5) instructional design, (6) dispositions, and (7) improvement. The top 20 blended teaching skills include flexibility and personalization, mastery-based learning, data usage and interpretation, learning management system usage, online discussion facilitation, and software management. The authors recommend that researchers collect more methodologically transparent data about blended teaching and that teacher education programs include the identified skills in curriculum. |
| Abstractor: | As Provided |
| Number of References: | 65 |
| Entry Date: | 2018 |
| رقم الأكسشن: | EJ1186772 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0158-7919 |
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| DOI: | 10.1080/01587919.2018.1476840 |