EVALUATING STAFF AND STUDENT EXPERIENCES OF MULTIDISCIPLINARY CONTINUOUS PROFESSIONAL DEVELOPMENT VIA DISTANCE-LEARNING

2005 ◽  
Vol 31 (3) ◽  
pp. 160-163
Author(s):  
J. Hurst
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Continuous Professional Development ◽  
Student Experiences

scholarly journals Е-НАВЧАННЯ АСИСТЕНТІВ УЧИТЕЛІВ У ПІСЛЯДИПЛОМНІЙ ПЕДАГОГІЧНІЙ ОСВІТІ

2018 ◽  
Vol 66 (4) ◽  
pp. 231
Author(s):  
Iryna P. Vorotnykova ◽  
Nataliia V. Zaierkova
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Information Search ◽  
Postgraduate Education ◽  
Educational Environment ◽  
Continuous Professional Development ◽  
E Learning

The article defines the necessity of involving e-learning of teachers’ assistants in postgraduate pedagogical education to ensure their continuous professional development on the job. The authors have studied the European experience on inclusive teaching and learning and e-resources that can be used in postgraduate pedagogical education of teachers’ assistants. In this article you can find the results of e-learning readiness survey of teachers’ assistants and their choice of postgraduate education forms: intramural, distance learning, blended learning. The authors have analyzed which forms of instructions meet the needs of teachers’ assistants: individual programs of professional development, online consultations, e-coaching, blended learning. The conditions for e-learning implementation in postgraduate education have been defined, they are as follows: the availability of informational and educational environment (multimedia-materials, distance learning on inclusive education, online group for mutual help and messaging, online expert help: teachers and experts available for online consultations, Q&A and managing forums); digital competency of the learners (information search and sharing ideas via the Internet; developing e-resources for inclusive education); motivation of teachers for continuous professional development and their willingness to cooperate online. It is proved that e-learning is an essential precondition for continuous professional development of teachers’ assistants. The model of teachers’ assistants’ e-learning in postgraduate pedagogical education has been presented. We defined examples of didactic tasks during the implementation of e-learning and examples of implementation based on the usage of information and communication technologies (consultations, communication of educational information, sharing experience, monitoring and evaluation). E-learning for teachers’ assistants allows to: determine their personal speed, time and the sequence of learning; create individual learning paths within information and educational environment and develop personal learning networks.

scholarly journals INTERNET RESOURCES FOR QUALIFICATION UPGRADE, SCIENTIFIC, EDUCATIONAL AND PROFESSIONAL ACTIVITIES

2021 ◽  
Author(s):  
Olena V. MATVEYEVA ◽  
Tetiana M. SHYTIKOVA ◽  
Victoriia V. YUNAKOVSKA ◽  
Olha V. VOITOVYCH
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Opportunity To Learn ◽  
Continuous Professional Development ◽  
Online Resources ◽  
Professional Activities ◽  
Internet Resources ◽  
Teachers And Students

Objective. The article aims to familiarize with online resources, useful to librarians, scientists, teachers, and students. Methods. Overview of online resources for distance learning, qualification upgrade, scientific, educational and professional activities. Results. The description and characteristics of Internet resources for scientific, educational and professional activities is given. Conclusions. Distance learning is an important component of continuous professional development, a convenient modern format of professional improvement. The advantage of distance learning is the opportunity to learn at a convenient time and in any place. The use of modern Internet tools (including author identifiers) in your activities opens up new opportunities.

scholarly journals Profiles of Instructor Responses to Emergency Distance Learning

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Teomara Rutherford ◽  
Sarah Karamarkovich ◽  
Di Xu ◽  
Tamara Tate ◽  
Brian Sato ◽  
...  
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Latent Class Analysis ◽  
Latent Class ◽  
Student Experiences ◽  
Class Analysis ◽  
Promising Practices ◽  
Institutional Practices ◽  
Face To Face ◽  
Behavioral Frequencies

To understand instruction during the spring 2020 transition to emergency distance learning (EDL), we surveyed a sample of instructors teaching undergraduate EDL courses at a large university in the southwest. We asked them how frequently they used and how confident they were in their ability to implement each of nine promising practices, both for their spring 2020 EDL course and a time when they previously taught the same course face-to-face (F2F). Using latent class analysis, we examined how behavioral frequencies and confidence clustered to form meaningful groups of instructors, how these groups differed across F2F and EDL contexts, and what predicted membership in EDL groupings. Results suggest that in the EDL context, instructors fell into one of three profiles in terms of how often they used promising practices: Highly Supportive, Instructor Centered, and More Detached. When moving from the F2F to EDL context, instructors tended to shift “down” in terms of their profile—for example, among F2F Highly Supportive instructors, 34% shifted to the EDL Instructor Centered profile and 30% shifted to the EDL More Detached Profile. Instructors who reported lower self-efficacy for EDL practices were also more likely to end up in the EDL More Detached profile. These results can assist universities in understanding instructors' needs in EDL, and what resources, professional development, and institutional practices may best support instructor and student experiences.

Optimisation for physicians continuous professional development

2016 ◽  
pp. 119-120
Author(s):  
O.S. Sherbinska ◽  
Keyword(s):  
Professional Development ◽  
Continuous Professional Development ◽  
Active Teaching ◽  
Key Word

This publication contains information about basic methods of active teaching in the frameworks of physicians’ continuous professional development and the ways of doctors involving the trainees. Key word: methods of acting teaching, continuous prof essional development, teachingstile.

The Role of Technology in Higher Education

IJOHMN ◽  
2017 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. A. SUBRAMANIAN
Keyword(s):  
Professional Development ◽  
Information Systems ◽  
Distance Learning ◽  
Educational Achievement ◽  
Traditional Education ◽  
Developmental Potential ◽  
Professional Development For Teachers ◽  
Paper Technology ◽  
Educational Field

Present status and use for educational purposes, technology is fulfilling an ever increasing role in both the traditional education field, and in other fields which are utilizing technology for educational purposes. Within the educational field we can see technology as a means of removing barriers for students and teachers alike. First, technology can remove financial and geographical barriers through distributed learning. This allows students and teachers to experience educational opportunities that they might have otherwise never been able to encounter. Second, technology is bringing about a new focus on problem and skill based learning. Information databases are being used to assist teachers in the acquisition of new knowledge and provide professional support outside of the traditional professional development seminar. In regards to future action, we should continue to utilize the successful trends in education as a means to fulfil their developmental potential and see increased impacts on our field. In particular, we should continue the use of distance learning as a means of professional development for teachers, by providing more opportunities aimed at improving their job related performance. Distance learning for students should also be an area of focus by providing software that allows for increasing authenticity in simulations, multimedia content, and social connections. We should continue to focus on technology that allows students to interact with other students and environments located outside of their current environment, locality, and culture. Information systems are also in need of continual investment. Information systems perform two important roles for the educational system: Focus on this paper, technology has already served an important role in education in multiple fields. Specifically, technology has been of great use to the educational field in terms of its focus on improving the effectiveness and efficiency of the educational experiences of both students and teachers. Continued use and development of technology can serve to further benefit the educational field and recommendations based on the development of existing trends in education should be pursued for great gains in educational achievement..

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