Numerous organizations contend that online learning is different from learning in a classroom and that to be successful online it is essential to possess specific skills and characteristics. On the other hand, several studies comparing online and face-to-face learning argue that there is no significant difference in the effectiveness of both learning modes, thus suggesting that there may not be a significant difference either in the competencies required to get the same results whether learning online or face-to-face. The usual question is, are the online learner competencies different from those of the face-to-face learner? Our belief is that this is the wrong question. Rather, we argue, the specific set of competencies required in any setting for a particular learning event is driven by the strategy of the event, not whether it is online or face-to-face. Our analysis is based on the characteristics and skills of the online learner as described by the hints and tips some higher education organizations offer to their target public to become successful online learners. Given that most online learning now imitates classroom instruction, it is likely that the new competencies required specifically for online learning, if any, have not yet emerged. We suggest that three factors, the use of technology, the degree of collaboration, and the extent to which students or the instructor manage the use of time are far more important determinants of the competencies required than whether a class is online or face-to-face. We invite the reader to consider other factors to further explore the topic, believing that a clearer understanding of the online learner competencies will produce more informed choices and, consequently, more effective interventions in online learning.
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de la Teja, I., Spannaus, T.W. (2008). New Online Learning Technologies: New Online Learner Competencies. Really?. In: Visser, J., Visser-Valfrey, M. (eds) Learners in a Changing Learning Landscape. Lifelong Learning Book Series, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8299-3_9
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