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Safyari, Sahar, Rezaei, Eisa. (1402). Identifying the Criteria for Techno-Pedagogical Competencies of Faculty Members in Blended Learning Implementation: A Review. سامانه مدیریت نشریات علمی, 15(1), 18-32. doi: 10.30476/ijvlms.2024.99591.1248
Sahar Safyari; Eisa Rezaei. "Identifying the Criteria for Techno-Pedagogical Competencies of Faculty Members in Blended Learning Implementation: A Review". سامانه مدیریت نشریات علمی, 15, 1, 1402, 18-32. doi: 10.30476/ijvlms.2024.99591.1248
Safyari, Sahar, Rezaei, Eisa. (1402). 'Identifying the Criteria for Techno-Pedagogical Competencies of Faculty Members in Blended Learning Implementation: A Review', سامانه مدیریت نشریات علمی, 15(1), pp. 18-32. doi: 10.30476/ijvlms.2024.99591.1248
Safyari, Sahar, Rezaei, Eisa. Identifying the Criteria for Techno-Pedagogical Competencies of Faculty Members in Blended Learning Implementation: A Review. سامانه مدیریت نشریات علمی, 1402; 15(1): 18-32. doi: 10.30476/ijvlms.2024.99591.1248

Identifying the Criteria for Techno-Pedagogical Competencies of Faculty Members in Blended Learning Implementation: A Review

Interdisciplinary Journal of Virtual Learning in Medical Sciences
مقاله 2، دوره 15، شماره 1 - شماره پیاپی 56، خرداد 2024، صفحه 18-32    اصل مقاله (1.84 M)
نوع مقاله: Review Article
شناسه دیجیتال (DOI): 10.30476/ijvlms.2024.99591.1248
نویسندگان
Sahar Safyari1؛ Eisa Rezaei* 2
1Department of Educational Technology, Science and Research Branch, Islamic Azad University, Tehran, Iran
2Educational Technology in Medical Sciences, Smart University of Medical Sciences, Tehran, Iran
چکیده
Background: The rapid shift toward blended learning in higher education, accelerated by the COVID-19 pandemic, underscores the need for faculty to master Techno-Pedagogical Competencies (TPC). While Technological Pedagogical Content Knowledge (TPACK) provides a theoretical foundation, gaps persist in practical frameworks for faculty development. This study identifies and categorizes TPC to guide effective blended learning implementation.
Methods: A qualitative content analysis was conducted for this review. Using Boolean operators, 504 articles (2010–2022) were retrieved from ProQuest, Scopus, Google Scholar, PubMed, and regional databases (SID, Magiran). After screening titles/abstracts and applying inclusion criteria (focus on higher education, faculty TPC, English/Persian language), 14 articles were analyzed in MAXQDA 2020. Open, axial, and selective coding were employed until thematic saturation, yielding 185 initial codes consolidated into 26 components across five categories. Trustworthiness was ensured via peer debriefing (10 experts) and Lawshe’s Content Validity Ratio (CVR >70%).
Results: The analysis revealed five key competency areas: EdTech competencies (nine components including instructional design and technology evaluation), professional competencies (four components like innovation adoption and lifelong learning), management and consulting competencies (two components such as progress monitoring), digital teaching competencies (seven components including synchronous/asynchronous strategies), and communication competencies (four components like culturally responsive interaction). Faculty showed particular gaps in technology integration (Technological Knowledge (TK)/Technological Pedagogical Knowledge (TPK) domains) despite strong pedagogical knowledge.
Conclusion: This study presents a comprehensive TPC framework addressing faculty readiness for blended learning. Findings highlight the need for targeted professional development, particularly in technology integration. The framework serves as a roadmap for institutions to design training programs, ensuring faculty can leverage technology to enhance student outcomes in blended environments.

تازه های تحقیق

Sahar Safyari (Google Scholar)

Eisa Rezaei (Google Scholar)

کلیدواژه‌ها
Technological pedagogical content knowledge؛ Teaching؛ Competency؛ Faculty members؛ Distance؛ Education؛ Blended learning
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