Abstract
Various forms of e-learning are now entering both the education system at all levels and lifelong learning. Incorporating online resources and activities into a university course curriculum involves restructuring the whole teaching programme to achieve a synergistic effect. It also requires the teachers to acquire appropriate knowledge and develop new skills necessary to supervise the educational process in a new and more versatile environment. Its implementation requires the developers and tutors to demonstrate comprehensive ICT competencies necessary for handling this new education mode, particularly when developing educational materials to be uploaded to an LMS. The development of Web 2.0 technologies has enabled educators to move from instructivism towards constructivism, constructionism and connectivism, that is, towards interactive, collaborative and active learning. The areas of the staff’s special expertise include developing and using online resources and activities, learning group management, knowledge assessment, one-to-one and one-to many communication as well as support and motivation of learners to work effectively on an online course. The ideas presented in the chapter are supported by opinions and attitudes expressed by the staff from Poznan University of Medical Sciences (Poland), Gdańsk University of Technology (Poland) and West College Scotland (United Kingdom) in a survey.
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Roszak, M., Mokwa-Tarnowska, I., Kołodziejczak, B. (2019). E-learning Competencies for University and College Staff. In: Smyrnova-Trybulska, E., Kommers, P., Morze, N., Malach, J. (eds) Universities in the Networked Society. Critical Studies of Education, vol 10. Springer, Cham. https://doi.org/10.1007/978-3-030-05026-9_11
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