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@article{ Briggs2005,
 title = {Changing roles and competencies of academics},
 author = {Briggs, Senga},
 journal = {Active Learning in Higher Education},
 number = {3},
 pages = {256-268},
 volume = {6},
 year = {2005},
 doi = {https://doi.org/10.1177/1469787405057753},
 urn = {https://nbn-resolving.org/urn:nbn:de:0168-ssoar-231096},
 abstract = {This article presents the findings of a small study in a single school of a post-1992                university. The study considered the roles of the online academic and ascertained                perceived competencies in these roles. The findings suggest gender differences in                perceptions of the importance of online roles and gaps between roles and perceived                competencies in these roles, suggesting some academics feel ill-equipped to meet                online demands. The study indicates that appropriate learning and development                programmes underpinned by relevant competency development are required.                Notwithstanding, when asked to identify differences in roles and competencies in                online and traditional environments, respondents indicated that their roles were                similar in both environments. This suggested that a new                ‘generic’ framework for academic roles and competencies was                needed. The study then moved to develop a generic role model for use in all learning                and teaching environments.},
}