This study has identified the extensive theoretical and literary diversity surrounding the term
"digital competence". We have shown that authors and researchers, in attempting to coin new
concepts, have provided multiple definitions: some are similar, others are quite differentiated,
and many are redundant. Our review shows that digital competence and digital literacy are
closely related but not identical.
The thumbnail came out too small to read on my computer. This is an excerpt from a white paper about technology in health profession education that speaks to the need for faculty development opportunities in the effective use of educational technologies. Thank you ALT lab and OLE for your work to meet this need!
The primary audience for this book is college faculty and graduate
students interested in quality teaching in blended learning
environments. The secondary audience is education technology
professionals, instructional designers, teaching and learning developers,
and instructional aides - all those involved in the design
and development of the media and materials for blended learning.
The purpose of this study was to examine instructor performance, which might reflect the quality of
instruction in regards to online class size. Instructor performance was measured through peer reviews of
online faculty in the areas of: fostering critical thinking, providing instructive feedback, maintaining high
expectations, establishing relationships, and exemplifying instructor expertise. Class size was defined as
the number of students still enrolled at the end of the course