Analysing the Importance-Competence Gap of Distance Educators with the Increased Utilisation of Online Learning Strategies in a Developing World Context

Autor/in	Bezuidenhout, Adéle
Titel	Analysing the Importance-Competence Gap of Distance Educators with the Increased Utilisation of Online Learning Strategies in a Developing World Context
Quelle	In: International Review of Research in Open and Distributed Learning, 19 (2018) 3, S.263-281 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Developing Nations; Teacher Competencies; College Faculty; Electronic Learning; Learning Strategies; Capacity Building; Faculty Development; Open Universities; Distance Education; Statistical Analysis; Teacher Role; Differences; Hypothesis Testing; Training; South Africa + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Lehrkunst; Fakultät; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Offene Universität; Distance study; Distance learning; Fernunterricht; Statistische Analyse; Lehrerrolle; Unterscheiden; Hypothesenprüfung; Hypothesentest; Ausbildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The competence of distance educators has a significant impact on learners' success. The paradigm shift for universities to become distance and electronic learning environments justifies the urgency to address competency gaps in distance educators' competencies efficiently. From a strategic human resource development perspective, the systems theory is used to explain the idea of maximising outputs with the minimum inputs (Biddle, 1986). In this study, distance educators at Unisa reflected on their experienced competency gaps. Where previous studies mainly focus on the size of the gaps, the aim of this article is to highlight the competency gaps likely to have the biggest impact. For this study, we used stratified non-probability sampling, and selected 407 academics who were, at the time of the study, permanently employed at a mega ODL university in South Africa. These academics represented a wide range of colleges, campuses, ages, and genders. The results of this study have implications for capacity building of academic staff in developing world contexts and other contexts where resources are scarce. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01