_{^{Last revised: 10/24/2022  by jap}}

Overview:

What does an instructor need to succeed with an online or hybrid/blended course? The UConn Competencies for Online and Hybrid/Blended Instruction provides twenty-seven competencies to inform and self-assess against. The UConn Competencies for Online and Hybrid/Blended Instruction tool serves as an instructor self-assessment. The second edition takes into account developments in higher education instruction since the COVID pandemic.

It provides an opportunity for faculty to analyze their own skill level on twenty-seven competencies (curated from key articles, conference materials, higher education organization publications and instructional designer inputs) related to successful online and hybrid/blended instruction at UConn and beyond. In addition, it’s an educational tool introducing faculty to the knowledge and skills needed for success.  UConn faculty working with an eCampus instructional designer will be asked to complete the self-assessment, so the instructional designer can customize his/her support, as they work together on designing and implementing a course. Lastly, the aggregated data from the survey will help inform eCampus’ faculty development offerings and support resources.

Take the survey:

• UConn Competencies for Online and Hybrid/Blended Instruction 2nd edition 

References used to generate the competencies included:

1. Academic Impressions. (2014, February). Checklist of Core Competencies for Online and Blended Teaching. From “Faculty Development in Blended and Online Learning Conference” – Boston, MA.
2. Bailie, J. (2011, March). Effective Online Instructional Competencies as Perceived by Online University Faculty and Students: A Sequel Study. MERLOT Journal of Online Learning and Teaching. Retrieved from http://jolt.merlot.org/vol7no1/bailie_0311.pdf
3. Bigatel, Ragan, L. C., Kennan, S., May, J., & Redmond, B. F. (2012). The Identification of Competencies for Online Teaching Success. Online Learning (Newburyport, Mass.), 16(1). https://doi.org/10.24059/olj.v16i1.215
4. Diehl, W.C. (2018, January). Online instructor and teaching competencies: Further Analysis of the 2016 Literature Review for Quality Matters. Quality Matters [website]. Retrieved from https://www.qualitymatters.org//sites/default/files/research-docs-pdfs/QM-OnlineInstructorTeachingCompetencies-lit-review-part-two.pdf
5. Fink, D. (2003). A self-directed guide to designing courses for significant learning.  Retrieved September 27, 2022 from https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf
6. Gunder, A., Vignare, K., Adams, S., McGuire, A., & Rafferty, J. (2021, June 8). Optimizing high-quality digital learning experiences: A playbook for faculty. Every Learner Everywhere. Retrieved from https://www.everylearnereverywhere.org/resources/.
7. Hodell. (2016). ISD from the ground up : a no-nonsense approach to instructional design (4th ed.). ASTD Press. 
8. Kirkpatrick, & Kirkpatrick, W. K. (2016). Kirkpatrick’s four levels of training evaluation. ATD Press.
9. Martin, F., Budhrani, K., Kumar, S., & Ritzhaupt, A. (2019). Award-winning faculty online teaching practices: Roles and competencies. Online Learning, 23(1), 184-205. doi:10.24059/olj.v23i1.1329
10. McCaffrey, D. (2021, March 30). Authentication of Students in Online and Distance Learning Courses. UConn eCampus Knowledge Base (website). Retrieved from https://kb.ecampus.uconn.edu/2021/03/30/authentication-of-students/
11. NC SARA (National Council for State Authorization Reciprocity Agreements). (2021, March). Proposed 21st Century Distance Education Guidelines. Retrieved from https://www.nc-sara.org/news-events/information-about-21st-century-distance-education-guidelines
12. Norman D. Vaughan, Martha Cleveland-Innes, and D. Randy Garrison (2013). Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry. Free eBook, downloadable at: http://www.aupress.ca/index.php/books/120229 
13. QM Higher Education Rubric, Sixth Edition, 2018. Quality Matters. Used under license. All rights reserved. Retrieved from MyQM.
14. San Diego Community College District. (2011). Checklist of Competencies for Effective Online Teaching. Retrieved from http://www.sdccdonline.net/faculty/resources/proficiency_onlineteaching.pdf
15. Smith, T.C. (July 2005). Fifty-one competencies for online instruction. The Journal of educators online, 2 (2). Retrieved from http://www.thejeo.com/Ted%20Smith%20Final.pdfhttp://www.westga.edu/~distance/ojdla/spring101/varvel101.htm
16. The Pennsylvania State University. (2021). Competencies for Online Teaching. Retrieved from https://weblearning.psu.edu/resources/penn-state-online-resources/faculty-competencies/ 
17. Palloff, R. M., & Pratt, K. (2003). The virtual student: A profile and guide to working with online learners. San Francisco: Jossey-Bass.
18. University of Connecticut. Center for Excellence in Teaching and Learning (website). Retrieved May 11, 2022 from https://cetl.uconn.edu/
19. University of Connecticut. Community Standards. (website). Retrieved May 11, 2022 from https://community.uconn.edu/
20. University of Connecticut. Diversity, Equity, Inclusion, and Justice. (website). Retrieved May 11, 2022 from https://diversity.uconn.edu/
21. University of Connecticut. Office of the Registrar Faculty/Staff Services (website). Retrieved May 11, 2022 from https://registrar.uconn.edu/facultystaff-services/ 
22. University of Connecticut. Policy & Procedures. (website). Retrieved May 11, 2022 from https://policy.uconn.edu/
23. U.S. Department of Education. Laws and Guidance (website). Retrieved May 5, 2022 from https://www2.ed.gov/policy/landing.jhtml?src=pn
24. Varvel Jr., V. (2007, Spring). Master Online Teacher Competencies. Online Journal of Distance Learning Administration. Retrieved from https://elearn.usu.edu/OTO/Instructor_Expectations.pdf
25. Vaughan, Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments : creating and sustaining communities of inquiry. AU Press.