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Graduate Defense: Chris Prokes

February 24 @ 10:00 am - 12:00 pm MST

Dissertation Information

Title: Faculty Views Of Online Competency-Based Education, Self-Efficacy, And Institutional Support: An Exploratory Mixed Methods Study

Program: Doctor of Education in Education Technology

Advisor: Dr. Patrick Lowenthal, Educational Technology

Committee Members: Dr. Kerry Rice, Educational Technology and Dr. Chareen Snelson, Educational Technology

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 though balanced 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.