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Blending Competency-Based Education with Self-Directed Learning in an Online CourseHICOE 2017

2Bio

Loren Naffziger earned a Doctor of Education degree with a Media Studies Concentration

Serves as an adjunct professor at three universities

Holds a M. S. in Educational Technology and a M. A. in Human Behavior

3Background

Self-directed learning in an online learning environment is a growing phenomenon in society as Massive Open Online Courses (MOOCS), professional development, and competency-based education platforms emerge (Bonk, Lee, Kou, Xu, & Sheu, 2015; Lasse, 2012; Nemec, 2011).

4Defining Self-Directed Learning “Self-directed learners take initiative related to

their own learning with or without an instructor present” (Bonk, et al., 2015).

The self-directed learner is empowered to make their own decisions on what, when, and how much they want to learn.

Online learning allows for a global audience, which is limited only by Internet access

5Defining Competency-Based Education CBE has been linked to long-standing efforts to identify

and achieve student outcomes for teaching and learning (Nodine, 2016)

Outcomes-based models focus on the successful demonstration of learning through student actions and performances that embody and reflect competence in using information, content, ideas, and tools

6A Work in Progress

There are a variety of approaches to CBE with no widespread agreement on how to define “competency”– as compared with “mastery” or “learning outcome” (Nodine, 2016)

7MOOC Example

Subject specific skill learning as well as general skills for career advancement are noted as positive outcomes from MOOC participation by the respondents to a survey (Bonk et al., 2015).

8Self-Directed Learning Motivation

Chou (2013) provides case study evidence which suggests a positive relationship between self-directed learning and academic achievement

9Course Designer Considerations

As a course developer in an online learning environment, it is important to recognize the need to differentiate instruction and assessment in a self-directed learning environment to evaluate the attainment of the desired competencies.

10How? How can one differentiate instructional content and

assessment in a self-directed online learning environment?

Can the desired competencies be accurately measured using auto-graded assessments?

How can one incorporate a Universal Design for Learning or similar paradigm in this environment?

11Current Study

A study of current work in a developing self-directed online system of education is underway using a mixed methods approach.

The non-experimentally designed research will use a survey similar to the Bonk et al. (2015) model for the qualitative data collection.

12Research Questions

How can competencies be determined for the MCWE School of Ministry?

How will the design of self-directed learning influence competency attainment in the Morris Cerullo School of Ministry?

13Research Questions

How can auto-graded quizzes demonstrate competencies?

How can self-directed learners be supported in an online learning environment?

14Research Design

The Moodle platform will be analyzed for time spent in the units of instruction in the 10 core courses of the program with successful completion of courses and graduation rates forming the quantitative data.

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16Welcome Screen Note the

introduction to the course and the learning environment

17Design Considerations Connecting

competencies to individual areas of content in the online learning environment

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19Independent Variables

Intrinsic motivation stirred by extrinsic forces Technology skills Access to the Internet Self-discipline Time management skills Problem-solving skills

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Bonk et al. (2015)

21Proposed Data Analysis

Descriptive statistics and MANOVA analysis will be a part of the data analysis.

A regression analysis of the independent variables can provide information on the effect on the attainment of competencies.

22References Bonk, C. J., Lee, M. M., Kou, X., Xu, S., Sheu, F. (2015).

Understanding the self-directed online learning preferences, goals, achievements, af MIT Open Course Ware subscribers. Educational technology & society,

18(2), 349-368.

23References

Chou, P. (2013). Effect Of Instructor-Provided Concept Maps And Self-Directed Learning Ability On Students' Online Hypermedia Learning Performance. Journal of College

Teaching & Learning (Online), 10(4), 223-233.

24References

Lasse, C. (2012). Close skills gaps through personalized learning: A competency-based, self-directed skills management system enables employees to create personalized learning plans to develop the skills necessary for achieving corporate goals. T+D, 66(12), 76-77.

25References

Nemec, P. B. (2011). The self-directed learner. Psychiatric Rehabilitation Journal, 35(1), 71-73.

Nodine, T. R. (2015). How did we get here? A brief history of competency-based higher education in the United States. The Journal of

Competency-Based Education, 1(1) 5-11.