Publication Date

5-2021

Date of Final Oral Examination (Defense)

2-24-2021

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Educational Technology

Department

Educational Technology

Major Advisor

Patrick Lowenthal, Ph.D.

Advisor

Kerry Rice, Ed.D.

Advisor

Chareen Snelson, Ed.D.

Abstract

Competency-based education (CBE) is essentially an online approach to teaching and learning featuring flexible pacing, robust competencies, and an emphasis on student completion. CBE’s differs from traditional education that focuses on seat time, credit hours, and academic objectives. Though CBE has existed on college campuses in many forms, faculty are often inexperienced in teaching CBE. Facing growing demands for CBE (notably from non-traditional students), institutions must find ways to prepare faculty to take part in CBE. This mixed methods study explored faculty views of CBE, their self-efficacy, and beliefs about support mechanisms needed for those teaching and delivering CBE. Findings suggest faculty have mixed views of CBE, generally high self-efficacy due to the importance of mastery experiences, and believe in the importance of specific learning opportunities in an environment built on collaboration to ensure CBE faculty are supported and can thrive. Findings can inform current and future CBE practicing institutions to ensure faculty are trained and capable in an environment of collaboration. Keywords: competency-based education, self-efficacy, faculty development, competencies

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