The Competencies Needed for E-learning Instructors

Abstract

Introduction: This paper aims to describe the required competencies for faculties in electronic and virtual learning at the universities of Iran according to the students, faculties, administrators and planners’ viewpoints.Materials and Methods: This research is applied and developmental and is conducted by the quantitative and qualitative method in Iran during 2010 to 2013. Samples of this stage of the research were 325 students based on a sample size of Krejcie and Morgan formula, who were available from random samples and 20 Specialist that have been chosen for targeted. Three questionnaires with closed-ended questions with four-point Likert scale were used in order to collect the students' viewpoint and semi-structured interview to collect the faculties, administrators and planners’ viewpoints. Validity of content, based on the comments of the experts, and the reliability of the questionnaires is calculated using the Cronbach alpha coefficient and Wilcoxons’ test is used for comparing the current and desired status of distance education faculties' required competencies.Results: The mean of survey on the students in both current and desired status indicates that there is a significant difference between two questioned statuses in every 19 listed TPCK competencies, so that the mean scores of current status is much less than the desired status and the students' expectations are not met. Specialist also confirmed these competencies for desired status, and added some competencies to complete them.Conclusion: Universities in developing e-learning and virtual courses need to prepare paraprofessional faculties with competencies of integrating technological, pedagogical and content knowledge that have listed in this research, to be valid According to internal and external observers, especially students.