In Transition: Supporting Competency Attainment in Black and Latinx Students

Autor/inn/en	Richardson, Eric; Fisher, Daniel; Oetjen, Dawn; Oetjen, Reid; Gordon, Jean; Conklin, Sheri; Knowles, Emily
Titel	In Transition: Supporting Competency Attainment in Black and Latinx Students
Quelle	In: Journal of Competency-Based Education, 6 (2021) 1, (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Richardson, Eric)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-6154
DOI	10.1002/cbe2.1240
Schlagwörter	Minority Group Students; African American Students; Hispanic American Students; Competency Based Education; Student Centered Learning; Instructional Design; Online Courses; Course Objectives; Best Practices; Learning Theories; Social Networks + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Learning theory; Lerntheorie; Social network; Soziales Netzwerk
Abstract	Minority students, particularly those of the Black and Latinx communities, face daunting challenges--confronted with the recent pandemic, ongoing inequality, and increased financial uncertainty due to job loss and rising unemployment. With recent shifts to skill-based learning and remaining "work-ready," competency-based education (CBE) has never been more critical. CBE is outcome-focused, student-centered, and integrates instruction focusing on students mastering prerequisite content and skills to advance. However, many "in-person" programs primarily structure delivery around lecture-based delivery, often focus on the quantity of work versus behavioral outcomes, and fail to recognize the synergy of innovative delivery mechanisms. In a well-designed online program/course, faculty can anchor course objectives to competencies, implement innovative assessments, leverage components of Connectivism, and utilize just-in-time learning to help their students excel. This writing focuses on best practices for implementing components of Connectivism and just-in-time learning for programs/courses shifting to online delivery. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01