Online Professional Development for Adults

2013 ◽  
pp. 171-193 ◽  
Author(s):  
J. Bernard Bradley ◽  
John Rachal ◽  
Lin Harper
Keyword(s):  
Professional Development ◽  
Empirical Studies ◽  
The Body ◽  
Online Professional Development ◽  
Development Programs ◽  
Educational Programming ◽  
Theoretical Frameworks ◽  
Learning Programs ◽  
Quasi Experimental ◽  
Definition Of

Online professional development programs for adults are increasing in frequency. Numerous scholarly articles have been written that offer polemical or anecdotal evidence supporting the effectiveness of andragogically facilitated non-formal professional development courses, including those conducted online. However, few empirical studies have been conducted to validate their usefulness, especially those offered via the Internet. Such non-formal educational programming may be most conducive to both implementing and empirically testing a more purist definition of andragogy (Pratt, 1988; Rachal, 2002; Bradley, 2011). This chapter explores the theoretical frameworks of andragogy, as well as existing experimental or quasi-experimental research studies, with a view toward creating more learner-centered non-formal educational transactions that meet the unique needs of adult learners. Lastly, suggestions for both practitioners and researchers alike are offered to help build the body of evidence-based research and extend practical advice to educators when designing and facilitating virtual learning programs for adults that emphasize professional development.

Online Professional Development for Adults

2014 ◽  
pp. 396-418
Author(s):  
J. Bernard Bradley ◽  
John Rachal ◽  
Lin Harper
Keyword(s):  
Professional Development ◽  
Empirical Studies ◽  
The Body ◽  
Online Professional Development ◽  
Development Programs ◽  
Educational Programming ◽  
Theoretical Frameworks ◽  
Learning Programs ◽  
Quasi Experimental ◽  
Definition Of

Online professional development programs for adults are increasing in frequency. Numerous scholarly articles have been written that offer polemical or anecdotal evidence supporting the effectiveness of andragogically facilitated non-formal professional development courses, including those conducted online. However, few empirical studies have been conducted to validate their usefulness, especially those offered via the Internet. Such non-formal educational programming may be most conducive to both implementing and empirically testing a more purist definition of andragogy (Pratt, 1988; Rachal, 2002; Bradley, 2011). This chapter explores the theoretical frameworks of andragogy, as well as existing experimental or quasi-experimental research studies, with a view toward creating more learner-centered non-formal educational transactions that meet the unique needs of adult learners. Lastly, suggestions for both practitioners and researchers alike are offered to help build the body of evidence-based research and extend practical advice to educators when designing and facilitating virtual learning programs for adults that emphasize professional development.

The Willingness of Jordanian EFL Teachers to Endure Taking Online Professional Development Programs Rather Than Face to Face: رغبة معلمي اللغة الإنجليزية في متابعة الانخراط بالتنمية المهنية عن بعد عوضا عن التعلم المباشر

2020 ◽  
Vol 4 (48) ◽  
Author(s):  
Suha Abdulrazzaq Slim
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Public Schools ◽  
Online Professional Development ◽  
Development Programs ◽  
Structured Interviews ◽  
Face To Face ◽  
Efl Teachers ◽  
Professional Development Programs ◽  
Face To Face Learning

This study attempts to investigate the willingness of Jordanian EFL teachers to endure taking Online Professional Development Programs (OPD) rather than face to face learning in both private and public schools. Therefore, a qualitative research methodology was carried out to examine the extent to which Jordanian EFL teachers are willing to endure taking Online Professional Development Programs (OPD) rather than face to face learning. Data were collected via online interviews with teachers through e-Learning forums as well as other means of interactive social Medias such as Zoom, Facetime and Microsoft teams during COVID-19 Pandemic in the second semester of the scholastic year 2019-2020. Ten EFL teachers were randomly chosen from forty public and private EFL school teachers to respond to the interviews. The sample consisted of ten teachers who were selected randomly for the interview. The interview content focused on two domains which are: the challenges faced teachers in online learning and the good learning practices experienced by EFL teachers during online learning regarding their experiences through the pandemic. The interviews were taking the form of semi-structured interviews. The findings of the study revealed that the majority of EFL teachers are unwilling to continue taking online professional development programs as they faced many troubles and obstacles through experiencing distant learning during the COVID-19 Pandemic as part of their first hands on experience. Two teachers showed a tendency to continue Online Professional Development Programs in parallel with face to face programs.

scholarly journals Professional Development of Teachers in Colleges of Pakistan: A Comparative Case Study of Public and Private Colleges of Pakistan

2014 ◽  
Vol 3 (6) ◽  
pp. 167 ◽  
Author(s):  
Hassan Danial Aslam
Keyword(s):  
Professional Development ◽  
Quantitative Method ◽  
Research Study ◽  
Rating Scale ◽  
Comparative Case Study ◽  
Development Programs ◽  
Public And Private ◽  
Summated Rating Scale ◽  
Professional Development Programs ◽  
Definition Of

Purpose:The aim of the researchers in this effort is to identify the challenges and barrier faced by teachers in colleges of Pakistan regarding their professional development. The study also discovers realistic implication and adaptation which can be used in order to have highly professionally developed teachers in colleges.Objective of the study:The current research is conducted to find the different professional development characteristic and different factors which are beneficial in professional development of college teachers as well as the factors which are the root cause of creating deficiencies in professional development programs of teachers, especially for college teachers.Methodology:In conducting the current research study the researchers had used the qualitative method and quantitative method. In quantitative method Likert scale or in other words summated rating scale is used; as it is easiest to construct and by the definition of this scale each statement on the scale have equal importance or weight.  Sample taken to conduct this research study is 120 teachers from both the sectors as 60 public and 60 private respectively. Besides the questionnaire, interview technique is also been used to carry out the mention research.Findings: The major findings of research has reveled that professional development programs at institutional level are not carried in its required intensity moreover these programs if executed properly then could increase teachers’ satisfaction, student learning and learning output. However such programs are aimless as these programs are run without any definite purpose. Moreover it is found that there are inadequate course contents and trainers are mostly untrained. Also seminars are not conducted due to insufficient allocated funds and if seminars are conducted these results to be unproductive. Employee in educational institutions are not provided some sort of scholarship programs

The Implications of Learning and Development for Teacher Professionalism

2020 ◽  
pp. 6-15
Author(s):  
Deisi C. Yunga
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Workplace Learning ◽  
Teaching Profession ◽  
Teacher Professionalism ◽  
Development Programs ◽  
Learning And Development ◽  
Learning Programs ◽  
Narrative Literature ◽  
Narrative Literature Review

This paper elaborates on the different concepts of professional learning and professional development in an effort to illustrate their importance in the improvement of the teaching profession and attainment of teacher professionalism. This study uses a narrative literature review approach on an array of available sources from available literature, which comprises scholarly materials, published and peer-reviewed articles, books, and reports from education institutions. The study shows that remaining informed about the changes in the teaching profession is core in attaining professionalism in teaching, proving the need for professional development programs to ensure the update of teachers’ skills and knowledge. Furthermore, the study advocates for a clearer academic distinction between professional learning and professional development, with professional learning facilitated by professional learning communities and workplace learning programs. Lastly, we discuss elements of effective professional learning and development and examine their importance.

Defining and Designing Responsive Online Professional Development (ROPD)

2017 ◽  
pp. 104-115
Author(s):  
Jeremy Riel ◽  
Kimberly A. Lawless ◽  
Scott W. Brown
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Professional Growth ◽  
Implementation Process ◽  
Implementation Fidelity ◽  
Online Professional Development ◽  
Instructional Designers ◽  
Development Programs ◽  
Teacher Professional ◽  
New Curricula

Teacher professional development programs typically do not meet teachers' ongoing, long-term needs that arise. In this chapter, the authors forward a systematic framework called responsive online professional development (ROPD) that can be used by instructional designers to provide continuous, online PD for teachers in the service of curriculum implementation fidelity. The systematic process afforded by the ROPD framework promotes teachers' reflection on their individual classroom practice as they implement new curricula or standards and provides support to teachers as they are implementing new curricula, standards, and pedagogies. Design elements of the proposed ROPD framework are discussed by the authors, and an illustrative example of the implementation and observed outcomes of a previously enacted ROPD Program (GE2PD) are discussed. When compared to conventional PD programs, professional growth from ROPD is emphasized during the implementation process through a systematic approach that intentionally connect teachers with the instructional designers of a curriculum.

Supporting Teachers' Use of Standards-Based Mathematics Pedagogies

2019 ◽  
pp. 363-377
Author(s):  
Drew Polly ◽  
Christie Martin ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Empirical Studies ◽  
Development Projects ◽  
Development Programs ◽  
Stem Fields ◽  
Learner Centered ◽  
Student Misconceptions ◽  
Supporting Teachers

In order for professional development in the STEM fields to be effective, empirical studies point to opportunities for teachers to simultaneously develop their knowledge of related content, research-based pedagogies, and analysis of how students learn the content as well as common student misconceptions. In this chapter, the authors explicate the construct of learner-centered professional development and describe the implementation of mathematics professional development projects designed to support elementary school teachers' mathematics teaching. They include a synthesis of findings from their professional development research and provide implications for the design of learner-centered professional development programs in mathematics.

scholarly journals Toward the Digitalisation of the Organisational Learning Capability to Enhance Organisational Performance

2021 ◽  
Vol 18 ◽  
pp. 444-454
Author(s):  
Mohamed Alkaraeen ◽  
Ahmed Al-Ashaab
Keyword(s):  
Organisational Learning ◽  
Influential Factors ◽  
Development Programs ◽  
Learning Program ◽  
Learning And Development ◽  
Learning Capability ◽  
Learning Programs ◽  
Public Organisations ◽  
Definition Of ◽  
The Right

Public organisations provide training to enhance their employee’s capabilities to provide better services. Public organisations use different learning methods to enhance their employee’s skills and service offering. Therefore, public organisations are considering different learning programmes such as classroom training, coaching, mentoring etc. For the organisations to be effective in providing the learning programs to their employees, there is a need to have an approach to support these efforts. This study suggests that Organisational Learning Capability (OLC) is the right approach to do that. This is because OLC facilitates the learning process. The study proposes an OLC model consists of the key elements that represent the definition of OLC; these are the learning processes, enablers, influential factors. This paper explores how organisations can bridge the gap between investments in learning initiatives and improvement in service provision in public organisations. The context of this study is the creation of a set of learning and development programs in the public services organisations. The top OLC model helps to define all other learning programmes where the coaching learning program is presented in this paper.

Efektivitas Aroma Terapi Lemon untuk Menangani Emesis Gravidarum

2019 ◽  
Vol 11 (4) ◽  
pp. 277-284
Author(s):  
Vitrianingsih Vitrianingsih ◽  
Sitti Khadijah
Keyword(s):  
Pregnant Women ◽  
Sampling Technique ◽  
T Test ◽  
The Body ◽  
Nausea And Vomiting ◽  
P Value ◽  
Purposive Sampling ◽  
Body Tissues ◽  
Quasi Experimental ◽  
Paired T Test

Studi memperkirakan emesis gravidarum terjadi pada 50-90% kehamilan. Mual muntah pada kehamilan memberikan dampak yang signifikan bagi tubuh dimana ibu menjadi lemah, pucat dan cairan tubuh berkurang sehingga darah menjadi kental (hemokonsentrasi). Keadaan ini dapat memperlambat peredaran darah dan berakibat pada kurangnya suplay oksigen serta makanan ke jaringan sehingga dapat membahayakan kesehatan ibu dan janin. Salah satu terapi yang aman dan dapat dilakukan untuk mengurangi keluahan mual muntah pada ibu hamil adalah pemberian aromaterapi lemon. Penelitian bertujuan untuk mengetahui efektifitas aroma terapi lemon untuk menangani emesis gravidarum. Penelitian ini menggunakan rancangan Quasi experiment  dengan  one group pre-post test design. Populasi penelitian adalah ibu hamil yang mengalami emesis gravidarum di Kecamatan Berbah, Sleman. Jumlah sampel 20 ibu hamil trimester pertama yang diambil dengan teknik purposive sampling. Pengukuran mual muntah dilakukan debelum dan setelah  pemberian aromaterapi lemon menggunakan Indeks Rhodes. Analisa data menggunakan uji Paired t-test. Hasil penelitian didapatkan rata-rata skor mual muntah sebelum pemberian aromaterapi lemon berdasarkan Indeks Rhodes pada Ibu Hamil dengan emesis gravidarum yaitu 22,1 dan terjadi penurunan skor setelah pemberian aromaterapi lemon menjadi 19,8. Ada pengaruh pemberian aromaterapi lemon dengan pengurangan mual muntah pada ibu hamil (p-value = 0.017). Berdasarkan hasil penelitian dapat disimpulkan pemberian aromaterapi lemon efektif untuk mengurangi emesis gravidarum pada ibu hamil trimester pertama.  Kata kunci: aromaterapi lemon, emesis gravidarum THE EFFECTIVENESS OF LEMON AROMATHERAPY FOR HANDLING EMESIS GRAVIDARUM   ABSTRACT Studies estimate that nausea and vomiting (emesis gravidarum) occur in 50 – 90% of pregnancies. Nausea and vomiting of pregnancy have a significant impact on the body in which it makes a mother becomes weak, pale, and decreasing body fluid so that the blood becomes thick (hemoconcentration). This situation can slow down blood circulation and inflict the lack of oxygen and food supplies to the body tissues so that it can endanger the health of the mother and fetus. One of the therapies that is safe and can be conducted to reduce nausea and vomiting of pregnancy is by giving the lemon aromatherapy treatment. The research aims to determine the effectiveness of the aroma of lemon therapy to deal with emesis gravidarum. This study applied quasi-experimental research with one group pretest-posttest design. The population of this study was pregnant women who experienced emesis gravidarum. Furthermore, samples were 20 mothers from Berbah, Sleman taken by using a purposive sampling technique. Nausea and vomiting were assessed between before and after giving lemon aromatherapy using the Rhodes Index. The data were analyzed using the paired t-test. The mean score of nausea and vomiting before giving lemon aromatherapy on mother with emesis gravidarum based on the Rhodes Index was 22.1. However, it decreased after given lemon aromatherapy treatment to 19.8. Therefore, there was an effect on giving lemon aromatherapy treatment toward the decrease of nausea and vomiting for pregnant women (p-value = 0.017). Lemon aromatherapy is effective to reduce emesis gravidarum.  Keywords: lemon aromatherapy, emesis gravidarum

Derrida on Pornography: Putting (It) Up for Sale

Derrida Today ◽  
2013 ◽  
Vol 6 (1) ◽  
pp. 97-114 ◽  
Author(s):  
Christopher Morris
Keyword(s):  
Cultural Studies ◽  
English Translation ◽  
The Body ◽  
The Past ◽  
French Original ◽  
Definition Of ◽  
Critical Discourses ◽  
Academic Debate

Over the past thirty years, academic debate over pornography in the discourses of feminism and cultural studies has foundered on questions of the performative and of the word's definition. In the polylogue of Droit de regards, pornography is defined as la mise en vente that is taking place in the act of exegesis in progress. (Wills's idiomatic English translation includes an ‘it’ that is absent in the French original). The definition in Droit de regards alludes to the word's etymology (writing by or about prostitutes) but leaves the referent of the ‘sale’ suspended. Pornography as la mise en vente boldly restates the necessary iterability of the sign and anticipates two of Derrida's late arguments: that there is no ‘the’ body and that performatives may be powerless. Deriving a definition of pornography from a truncated etymology exemplifies the prosthesis of origin and challenges other critical discourses to explain how pornography can be understood as anything more than ‘putting (it) up for sale’.

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