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Clarifying Distance Education Roles and Competencies: Exploring Similarities and Differences Between Professional and Student-Practitioner Perspectives
ARTICLE

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American Journal of Distance Education Volume 19, Number 2, ISSN 0892-3647

Abstract

The authors utilized a Delphi technique to explore roles and competencies as identified and ranked by 106 upper level graduate student-practitioners from eleven academic programs specializing in distance education. Responses were compared to two previous studies utilizing distance education expert/scholar respondents. Although the roles identified were similar to previous studies, the highest rated competencies in the current study emphasized technical expertise to a greater degree than did the previous practitioner/scholar studies. Results included consensus on fourteen distance education roles and twenty-one core competencies.

Citation

Egan, T.M. & Akdere, M. (2005). Clarifying Distance Education Roles and Competencies: Exploring Similarities and Differences Between Professional and Student-Practitioner Perspectives. American Journal of Distance Education, 19(2), 87-103. Retrieved October 23, 2019 from .

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