Roles and Competencies for Distance Education Programs in Higher Education Institutions

By P. Williams. 2003

253 citations recorded by the source corpus.

Subfields: Communication, Education, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/27ac0fc47a41d34eb5c7b989c160d41f3c8936b3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. Mesut Akdere
2. Nada Dabbagh
3. Florence Martin
4. Ana-Paula Correia
5. Kiran Budhrani
6. T. Egan

In Education

1. Florence Martin
2. Mesut Akdere
3. Nada Dabbagh
4. Evrim Baran
5. Ann D. Thompson
6. Ana-Paula Correia
7. Kiran Budhrani
8. T. Egan

In Organizational Behavior and Human Resource Management

1. Mesut Akdere
2. Nada Dabbagh
3. Florence Martin
4. Kiran Budhrani
5. T. Egan
6. B. Joo

Citations in the corpus

• The Online Learner: Characteristics and Pedagogical Implications (2007, background): “Williams (2003) found that interpersonal- and communication-related skills (which include writing skills) dominated the top 10 general competencies across all roles in distance education programs supported by the Internet.”
• Examining Faculty Perception of Their Readiness to Teach Online (2019, background): “More importantly, such competencies differ for faculty by culture, contexts, organizations, and countries (Aydin, 2005; Bawane & Spector, 2009; Guasch et al., 2010; Williams, 2003), which in turn implies that readiness will vary by these same factors.”
• Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers (2011, background): “The roles and competencies are generally developed by a group of experts identi fi ed as knowledgeable about distance education and educational technologies (Bawane & Spector, 2009; Goodyear et al., 2001; Williams, 2003).”
• Award-Winning Faculty Online Teaching Practices: Roles and Competencies (2019, background): “…will vary in practice by institution, particularly dependent on the online education model being implemented (Williams, 2003), academic discipline (Darabi, Sikorski, & Harvey, 2006), professional development and support available (Bawane & Spector, 2009a), and delivery modes (Williams, 2003).”
• Clarifying Distance Education Roles and Competencies: Exploring Similarities and Differences Between Professional and Student-Practitioner Perspectives (2005, background): “The four research questions addressed in this study are similar to those in the studies by Thach (1994) and Williams (2003).”