Competences for online teaching: A special report

By Peter Goodyear, Gilly Salmon, J. Spector, C. Steeples, S. Tickner. 2001

444 citations recorded by the source corpus.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/5febecdae17e193750e2a7c829c38d382a85a718

How researchers see this paper

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

In Education

1. Kathleen P. King
2. Evrim Baran
3. Florence Martin
4. Ann D. Thompson
5. Ana-Paula Correia
6. Kiran Budhrani
7. Ru-Chu Shih
8. Hatice Yıldız Durak

In Information Systems

1. Evrim Baran
2. Florence Martin
3. Hossein Mohammadi

Citations in the corpus

• Leading the Band: The Role of the Instructor in Online Learning for Educators. (2004, background): “Goodyear, Salmon and Spector (2001) and others expand this list to describe the online instructor as process facilitator, advisor-counselor, assessor, researcher, content facilitator, technologist, and designer.”
• Examining Faculty Perception of Their Readiness to Teach Online (2019, background): “Goodyear et al. (2001) highlight the importance of interpersonal communication and interaction between the teacher and students in online courses.”
• Award-Winning Faculty Online Teaching Practices: Roles and Competencies (2019, background): “Some researchers describe competencies as “actor” roles (Thach & Murphy, 1995; Goodyear et al., 2001; Williams, 2003; Dennis et al., 2004; Aydin, 2005; Richey et al., 2005; Varvel, 2007), while others view competencies as categories of skillsets or areas of proficiency (Salmon, 2000; Reid, 2002; Kle”
• Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers (2011, methodology): “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).”
• Online interaction impacts on learning: teaching the teachers to teach online (2004, background): “Six main task areas for the process facilitator role have also been identified: welcoming, establishing ground rules, creating community, managing communication, modelling social behaviour, and establishing own identity (Goodyear et al., 2001).”