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Identifying Teaching Competencies Blended Learning in University
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블렌디드 러닝(Blended Learning)을 위한 대학 교수자의 교수역량 도출

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Type
Academic journal
Author
Hyojeong Hong (숙명여대) Jae-Kyung Yi (숙명여자대학교)
Journal
Korean Society Of Educational Technology 교육공학연구 교육공학연구 제32권 제2호 KCI Accredited Journals
Published
2016.6
Pages
391 - 425 (35page)
DOI
http://dx.doi.org/10.17232/KSET.32.2.391

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Identifying Teaching Competencies Blended Learning in University
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Research history (4)

2021

Effect of Instruction Competency on Teaching Efficacy in Blended Learning Classes
Hyojeong Hong 인문사회 21 2021.10 Academic journal

2020

Analysis of Instructor Needs for the Blended Learning Classes in the University
Hyojeong Hong 인문사회 21 2020.01 Academic journal

2016

Identifying Teaching Competencies Blended Learning in University
Hyojeong Hong ,  Jae-Kyung Yi 교육공학연구 2016.06 Academic journal
Identifying teaching competencies and developing a diagnostic tool for Blended Learning in university
홍효정 2016.01 Thesis
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In recent years, as the effectiveness and efficiency on teaching are emphasized, many university suggest blended learning, reflecting their characters. However, as of now, the programs supported by instructional reinforcement are almost about using the system to run the blended learning, but it is hard to find the programs to improve their competencies. Therefore, this study aims to figure out what constitutes teaching competency. The teaching competency of the blended learning is extracted from literatures and delphi survey. Specifically, the competency in the teaching preparation consists of instruction design. The competency associated with teaching operation is crucial and necessary in the blended learning. It is made up of eight competencies such as their leadership, facilitation, communication, teaching presence, collective intelligence, digital literature, and creativity, fairness evaluation?positive feedback. Lastly, the attitude of professors constitutes two kinds of abilities containing their respect for students and their passion, which are not directly related to teaching. That is, the total number of eleven competencies and thirty-two infrastructures is made from this process. Therefore, the teaching competency developed in this study offer the information about which parts of it should be strengthened by the instructors to successfully settle down the blended learning. Moreover, the result can allow the instructors to reflect on their teaching, and allow the teams of teaching support to provide proper educational programs according to their level of competencies.
#블렌디드 러닝 #교수역량 #역량도출 #교수 전문성 #blended learning #teaching competency #identifying competencies #teaching expertise

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강명희 / 2011 / 사이버대학생이 인식하는 교수실재감, 학습실재감, 학습성과 간의 구조적 관계 규명 / 교육정보미디어연구 17(2):153~176 dbpia 김민성 / 2011 / 대학생이 인식하는 ‘배려하는 교수자’의 특성 및 유형 분석 / 교육심리연구 25(1):61~86 dbpia 김세리 / 2011 / 이러닝 교수설계자의 기획 및 분석 역량 모델 개발 연구 / 교육방법연구 23(1):77~106 dbpia 김희곤 / 2014 / 다원적 군 교수자 교수역량이 학습자의 교육성과에 미치는 영향 : 교육훈련 만족도의 매개효과 검증을 중심으로 google schola 노혜란 / 2004 / 인적자원개발을 위한 교수 역량(teaching competency) 모델 개발 / 고용직업능력개발연구 7(2):1~28 google schola

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