A competency-based approach goes beyond the acquisition of knowledge and skills to include the mobilization of knowledge, skills, attitudes, and values to meet complex requirements. Students who are prepared for the future will need both broad and specialized knowledge. In the future, disciplinary knowledge will continue to be vital since it will serve as the raw material from which new knowledge can be generated, as will the ability to think beyond the boundaries of disciplines and “connect the dots.” Students’ epistemic knowledge, or understanding of different disciplines, such as knowing how to think like a mathematician, historian, or scientist, will be important since it will allow them to broaden their disciplinary knowledge. Procedural knowledge is gained through an understanding of how something is done or manufactured – the succession of stages or actions that are taken to achieve a specific result. A portion of procedural knowledge is domain-specific, while the remainder is transferrable across domains. Practical problem-solving methods, such as design thinking and systems thinking, are commonly used to build them.

Universities and colleges across the country are increasingly embracing online education, and the number of students enrolled in distance education programs is rapidly increasing in colleges and universities across the country. In response to these shifts in enrollment demands, many state and local governments, institutions, and organizations are developing strategic plans to implement online education. The misconceptions and myths about the difficulty of teaching and learning online, the technologies available to support online instruction, the support and compensation required for high-quality instructors, and the needs of online students all pose difficulties with such vision statements and planning documents to achieve their goals.


Keywords: Knowledge, Skills, Competency-based Approach, Online Education, Design Thinking.

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