Last revised: 6/11/2020 by dtm
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. 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.
Access the survey by clicking on the appropriate link below:
Use this version if you are NOT working on an online course with an eCampus Instructional Designer
(Faculty currently participating in Preparing for Distance Learning should use this link.)
References used to generate the competencies included:
- (2014). Quality Matters Higher Education Rubric Workbook: Design Standards for Online and Blended Courses, 5th ed. (See eCampus Knowledge Base Article “Introducing Quality Matters“)
- Academic Impressions. (2014, February). Checklist of Core Competencies for Online and Blended Teaching. From “Faculty Development in Blended and Online Learning Conference” – Boston, MA
- 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.
- Fink, D.L. (2003). “A Self Directed Guide to Designing Significant Learning”.
- Ko, S., & Rosen, S. (2001). Teaching online: A practical guide. Boston: Houghton Mifflin.
- Palloff, R. M., & Pratt, K. (2003). The virtual student: A profile and guide to working with online learners. San Francisco: Jossey-Bass.
- Penn State, for Sloan at JALN. (2012). The Identification of Competencies for Online Teaching Success.
- Penn State Online Faculty Engagement Subcommittee (2011, November 4). Penn State Online Faculty Competencies for Online Teaching.
- San Diego Community College District. Checklist of Competencies for Effective Online Teaching.
- Smith, T.C. (July 2005). Fifty-one competencies for online instruction. The Journal of educators online, 2 (2).
- Varvel Jr., V. (2007, Spring). Master Online Teacher Competencies. Online Journal of Distance Learning Administration.