scholarly journals Factors driving learner success in online professional development

2014 ◽  
Vol 15 (3) ◽  
Author(s):  
Phu Vu ◽  
Vien Cao ◽  
Lan Vu ◽  
Jude Cepero
Keyword(s):  
Professional Development ◽  
Online Survey ◽  
Learning Activities ◽  
Online Professional Development ◽  
Online Learners ◽  
Factors Affecting ◽  
Development Course ◽  
Learner Success

<p>This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners’ activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online learners’ success in online professional development. In addition, there were also significant differences between successful and unsuccessful online learners in terms of course login frequency and learning activities viewed.</p>

Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video

2021 ◽  
pp. 847-866
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Course Design ◽  
Hybrid Approach ◽  
Online Professional Development ◽  
Video Production ◽  
Online Course ◽  
Module Structure ◽  
Design Decisions ◽  
Development Course

This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.

Guiding Our Way

2011 ◽  
pp. 307-326 ◽  
Author(s):  
Kathleen P. King ◽  
Frank J. Melia ◽  
Marlene D. Dunham
Keyword(s):  
Professional Development ◽  
Focus Groups ◽  
Technology Use ◽  
Online Survey ◽  
Formal Education ◽  
Online Professional Development ◽  
Learning Needs ◽  
Group A ◽  
Group B ◽  
K 12

Increased accountability for student outcomes among teachers led to an examination of the needs and motivations of 324 K-12 educators who participated in 6-week online professional development modules of study. This research was conducted through focus groups and an online survey. The most telling findings indicate four themes regarding teacher online professional development: learner expectations, learner support and access, incentives, and content. This project illuminates issues that arise in formal education online learning environments as we continue to discover how to best serve educators’ learning needs. This two step study uses surveys and focus groups to empirically identify critical factors in instructional design and implementation. It benefits from large samples and the application of knowledge derived from Group A experiences to Group B. Follow-up research of 944 participants at year 4 of the project provides additional insight into technology use and motivation.

Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video

2019 ◽  
pp. 20-39
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Course Design ◽  
Hybrid Approach ◽  
Online Professional Development ◽  
Video Production ◽  
Online Course ◽  
Module Structure ◽  
Design Decisions ◽  
Development Course

This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.

Multimodal Narratives as a Tool for In-Service Teachers in an Online Professional Development Course

2019 ◽  
pp. 191-210
Author(s):  
Daniela Pedrosa ◽  
Gonçalo Cruz ◽  
Leonel Morgado
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Narrative Structure ◽  
Formative Feedback ◽  
Professional Development Program ◽  
Online Professional Development ◽  
Initial Contact ◽  
Self Reflection ◽  
Three Stages ◽  
Development Course

This chapter presents how multimodal narratives were employed as a self-reflection tool within an online professional development program for in-service teacher training at Universidade Aberta, Portugal during two editions of a pedagogic practice course. The chapter includes the aspects that raised issues and those that trainees performed correctly. This is done in three stages: beforehand, upon initial contact with multimodal narratives, and after providing feedback to trainees. The most relevant issues were in aspects directly required to enrich the narrative. Aspects related to multimodal narrative structure and features were completed successfully. It is recommended that future attempts to employ multimodal narratives in this context adapt learning resources and pedagogic support practices by employing formative feedback and continual support during the trainees' process of exploring and exploiting multimodal narratives.

Designing and Delivering Online Professional Development Courses for Online Educators

2019 ◽  
pp. 424-451
Author(s):  
Lockias Chitanana
Keyword(s):  
Professional Development ◽  
International Education ◽  
Learning Environments ◽  
Course Design ◽  
Online Professional Development ◽  
Educational Institutions ◽  
Resource Network ◽  
Online Educators ◽  
Learning Principles ◽  
Development Course

This chapter is based on a study that examined the International Education and Resource Network Science Technology and Math (iEARN-STM) online professional development course. The study used the constructivist framework as the conceptual model to examine the way in which the constructivist theory has shaped the design and implementation of the course, as reflected by the interactions among the participants in the course. The participants were 28 educators, who were working in different educational institutions in different countries throughout the world. The purpose of the study was to identify the constructivist learning principles that were behind the success of the course. The results of the study show that the constructivist approach to course design and delivery provides a powerful structure for creating learning environments conducive to the development of professional skills among educators. The results provide online professional development course designers with insights on how to plan and deliver a successful course.

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