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Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching
article

, , , Brigham Young University, United States

Journal of Online Learning Research Volume 4, Number 1, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

While there has been research to explore competencies in blended and online learning in K-12 contexts, it is less clear as to what competencies are specific to using an online or digital medium, which competencies refer to blending an in-person learning experience with online experiences, and which competencies are generic, or could be used in any teaching modality. This article explores K-12 online and blended teaching literature and the specifics of what modality (online, in-person, blended, or generic) the competency is carried out. The authors found that much of the literature is still generic, or not specific enough to denote that a teaching competency is carried out in a digital context or otherwise. Further recommendations are made for pre-service teacher education and for further research in K-12 online and blended teaching.

Citation

Pulham, E., Graham, C. & Short, C. (2018). Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching. Journal of Online Learning Research, 4(1), 33-52. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2019 from .

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