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On-line, Blended Learning and Face-to-Face Instructor Competencies: Are they the Same?
PROCEEDINGS

, Penn State University, United States ; , Syracuse University, United States ; , Arizona State University, United States ; , Learning Development Institute, France ; , LICEF-University of Quebec, Canada ; , USAF Research Laboratory, United States ; , Penn State University ; , Syracuse University, India ; , Wayne State University, United States ; , St. Cloud University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Phoenix, Arizona, USA ISBN 978-1-880094-50-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Specifying instructor competencies has become complicated in the current public, private and academic instructional and training environments made possible by the Internet. Great debates have ensued arguing the viability of a common set of competencies versus separate sets for face-to-face, blended and on-line learning contexts. Keeping up with the debate and establishing competencies required in all three learning environments is a challenge for staff developers, online teachers and trainers as well as instructional designers. Experienced professionals associated with the International Board of Standards for Training, Performance and Instruction recently validated an updated list of instructor competencies This paper and presentation will present different points of view on the debate and the final evolution and validation of 5 foundations, 18 competencies and 98 performance statements for certifying instructors.

Citation

Grabowski, B., Spector, J.M., Klein, J., Visser, J., de la Teja, I., Sorensen, B., Song, H.D., Ganesan, R., Spannaus, T. & Fields, D. (2003). On-line, Blended Learning and Face-to-Face Instructor Competencies: Are they the Same?. In A. Rossett (Ed.), Proceedings of E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1591-1593). Phoenix, Arizona, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 21, 2019 from .

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