A Framework for Effective Online Professional Development

2018 ◽  
pp. 210-232
Author(s):  
Heidi Marie Rock
Keyword(s):  
Professional Development ◽  
Pilot Project ◽  
Online Professional Development ◽  
Classroom Behaviors ◽  
Time Duration ◽  
Face To Face ◽  
Effective Professional Development ◽  
Significant Difference ◽  
Professional Development Needs ◽  
And Training

This chapter presents a research-based framework for effective online professional development for in-service teachers. Changes in technology allow teachers to engage in different forms of professional development delivery, including online. In order to affect a change in teacher classroom behaviors, online professional development needs to be on par with effective face-to-face professional development. This study uses archival data from the Ohio Performance Assessment Pilot Project in which teachers engaged in either face-to-face or online professional development that was aligned to six characteristics of effective professional development (workshops, outside experts, time, duration, activities, and content). The results of this study found there is no statistically significant difference in student learning outcomes when teachers engaged in comparably designed face-to-face or online professional development. This framework serves as a guide for institutions of higher education as they continue to design and implement professional development through coursework and training.

scholarly journals Effective online professional development: Teacher perceptions, practices, and preferences

2020 ◽  
Author(s):  
Trisha Poole ◽  
Angela Fitzgerald ◽  
Chris Dann
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Future Development ◽  
Self Efficacy ◽  
Online Professional Development ◽  
Teaching Online ◽  
Face To Face ◽  
Effective Professional Development ◽  
The Future ◽  
Human Connection

Abstract Never before has the importance of effective online professional development been more prominent than it has during the COVID-19 times with the significant transition to working and teaching online. Effective professional development (PD) is critical in supporting in-service teachers to continue developing professionally, expanding their knowledge, skills, and abilities, and enhancing self-efficacy. The elements of effective face-to-face PD have been researched extensively, but those for online PD remain elusive. This paper reports on the perspectives of in-service teachers who were surveyed on their preferences, practices, and perceptions of effective online PD. The elements of effective online PD were identified: flexibility, human connection, content, savings, and technology. These elements are presented in the context of teachers’ behaviours and preferences, which allows a deeper understanding of how to design and develop effective online PD. These findings support the future development of a framework for effective online PD for in-service teachers.

scholarly journals Online professional development conferences: An effective, economical and eco-friendly option

2010 ◽  
Vol 35 (2) ◽  
Author(s):  
Lynn Anderson ◽  
Terry Anderson
Keyword(s):  
Professional Development ◽  
Global Climate Change ◽  
Negative Impact ◽  
Global Climate ◽  
Online Professional Development ◽  
Face To Face ◽  
The Past ◽  
Carbon Dioxide Co2 ◽  
The Cost ◽  
And Training

In order to stay current within their field, many professionals regularly attend conferences and training events in distant locales. Travel to these conferences costs professionals, and their sponsor organizations, both time and money. In the past the benefits afforded by these conferences, and the lack of comparable alternatives, have provided justification for these expenditures. However, recent studies have shown that the cost of travel extends beyond the pocketbook. Transportation is a major contributor of carbon dioxide (CO2) emissions, a key suspect in the argument for the negative impact of global climate change. This paper examines the potential effects of travel to these conferences on the environment and promotes online conferences as a comparable alternative to face-to-face events. A successful online conference is used to demonstrate the magnitude of the environmental and economical benefits of online conferences. The authors posit that online conferencing technologies have evolved such that they now offer another option for professional development that is effective, economical and environmentally friendly. Résumé : Afin de rester à jour dans leur domaine, de nombreux professionnels participent régulièrement à des colloques et à des activités de formation dans des endroits éloignés. Se déplacer pour assister à de tels congrès ou colloques demande des investissements à la fois en temps et en argent de la part des professionnels et de leurs établissements parrains. Si, par le passé, les bénéfices que procuraient ces colloques et l’absence de solutions de rechange comparables justifiaient de telles dépenses, des études récentes ont toutefois montré que les frais de déplacement s’étendent au-delà des coûts financiers. Les transports constituent une source majeure des émissions de dioxyde de carbone (CO2), un composé soupçonné d’être l’un des facteurs clés de l’impact négatif de l’humain sur le changement climatique mondial. Le présent article examine les effets potentiels des déplacements à de tels colloques sur l’environnement et fait la promotion des activités de formation en ligne comme solution de rechange comparable à des événements auxquels on doit assister en personne. Une activité de formation en ligne réussie est exploitée afin de démontrer l’ampleur des avantages environnementaux et économiques que présentent les formations en ligne. Les auteurs postulent que les technologies de conférence en ligne ont évolué de telle sorte que ces dernières représentent dorénavant une nouvelle manière de suivre des activités de perfectionnement professionnel, en plus d’être une option efficace, économique et écologique.

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 Translating Policy into Practice for Community-Based Management of Rheumatoid Arthritis: Targeting Professional Development Needs among Physiotherapists

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Robyn E. Fary ◽  
Helen Slater ◽  
Jason Chua ◽  
Andrew M. Briggs
Keyword(s):  
Rheumatoid Arthritis ◽  
Professional Development ◽  
Clinical Experience ◽  
Evidence Based ◽  
Workforce Readiness ◽  
Clinical Area ◽  
Community Based ◽  
Face To Face ◽  
Effective Care ◽  
Professional Development Needs

Introduction. Contemporary health policy promotes delivery of community-based health services to people with musculoskeletal conditions, including rheumatoid arthritis (RA). This emphasis requires a skilled workforce to deliver safe, effective care. We aimed to explore physiotherapy workforce readiness to co-manage consumers with RA by determining the RA-specific professional development (PD) needs in relation to work and educational characteristics of physiotherapists in Western Australia (WA).Methods. An e-survey was sent to physiotherapists regarding their confidence in co-managing people with RA and their PD needs. Data including years of clinical experience, current RA clinical caseload, professional qualifications, and primary clinical area of practice were collected.Results. 273 physiotherapists completed the survey. Overall confidence in managing people with RA was low (22.7–58.2%) and need for PD was high (45.1–95.2%). Physiotherapists with greater years of clinical experience, a caseload of consumers with RA, postgraduate qualifications in musculoskeletal physiotherapy, or who worked in the musculoskeletal area were more confident in managing people with RA and less likely to need PD. Online and face-to-face formats were preferred modes of PD delivery.Discussion. To enable community-based RA service delivery to be effectively established, subgroups within the current physiotherapy workforce require upskilling in the evidence-based management of consumers with RA.

scholarly journals Online Professional Development for Improving Teacher's STEM PCK Competence, Can It Be An Alternative? (An Evaluation Using the CIPP Model)

2021 ◽  
Vol 5 (2) ◽  
pp. 162-171
Author(s):  
Santi Setiani Hasanah* ◽  
Anna Permanasari ◽  
Riandi Riandi
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Program Implementation ◽  
Online Training ◽  
Product Evaluation ◽  
Online Professional Development ◽  
Mixed Method Research ◽  
Stem Learning ◽  
Face To Face ◽  
Cipp Model

During the pandemic, face-to-face training should not be carried out to reduce the spread of the covid outbreak. Therefore, online teacher professional development is an alternative method to replace the face-to-face training. In a program implementation, evaluation is an important component to determine whether the program has been implemented well or not. This evaluation is important to determine the effect of this online training on improving STEM PCK teachers. The evaluation used the CIPP model (Context, Input, Process, and Product), with the embedded mixed method research. This research was conducted on 60 science teachers of SMP alumni online training organized by PPPPTK IPA, from the “Sayangi Bumi” classroom. The results of the context evaluation show that 100% of respondents stated that the program is in accordance with the needs of teachers to strengthen their PCK., while the resources used in the program (Input evaluation) were good. The program implementation process ran 100% as planned and the product evaluation shows an increased teachers' understanding of the STEM approach. Teacher considered that the online professional development is very useful for teachers and can develop their skills in implementing STEM learning during distance learning. Online PD, apart from low-cost, can actually be an alternative way in improving teachers' STEM PCK competence and it also can reach all islands in Indonesia

scholarly journals Online professional development for inservice teachers in Information and Communication Technology: Potentials and challenges

2008 ◽  
Vol 33 (2) ◽  
Author(s):  
George Zhou ◽  
Stanley Varnhagen ◽  
Myrna R. Sears ◽  
Susan Kasprzak ◽  
Gail Shervey
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
School Change ◽  
Online Professional Development ◽  
Inservice Teachers ◽  
Face To Face ◽  
Information And Communication ◽  
Groupe De Discussion

The purpose of this study was to evaluate an online professional development course for inservice teachers in the area of information and communication technology (ICT) and concurrently explore the factors that influence online professional development. The study integrated quantitative and qualitative methods including survey, focus group and interview, and was conducted during the progress of the course and approximately nine months after the course was over. Data show that the online delivery of ICT professional development for inservice teachers was successful. However, a learning community was difficult to initiate in an online learning environment. Teacher participants experienced great challenges when applying what they learned from the course into their teaching. The study suggests that further online ICT professional development should incorporate face-to-face sessions and enrol more than one teacher from the same school. Professional development aiming at changes should be considered as an ongoing process and supported with school change. Résumé : L’objet de la présente étude consistait à évaluer un cours de perfectionnement professionnel en ligne pour les enseignants qualifiés dans le domaine des technologies de l’information et de la communication et à étudier les facteurs qui ont de l’influence sur le perfectionnement professionnel en ligne. L’étude a tenu compte de méthodes quantitatives et qualitatives, notamment un sondage, un groupe de discussion et une entrevue réalisée alors que le cours était donné et environ neuf mois après la fin du cours. Les données indiquent que la prestation en ligne du cours sur le perfectionnement professionnel sur les technologies de l’information et de la communication pour les enseignants qualifiés s’est avérée une réussite. Toutefois, il a été difficile d’initier une communauté d’apprentissage au milieu de l’apprentissage en ligne. Les enseignants participant ont éprouvé de grandes difficultés à mettre en pratique dans leur enseignement ce qu’ils avaient appris. L’étude suggère que les prochaines séances de perfectionnement professionnel en ligne sur les technologies de l’information et de la communication devront comprendre des séances en personne et devront être offertes à plus d’un enseignant par école. Le perfectionnement professionnel qui vise des changements devrait être considéré comme un processus continu et appuyé alors que l’école change.

scholarly journals Contextualization of Theory and Practices of Teachers’ Effective Professional Development Features in Primary Schools of Oromia Regional State, Ethiopia

2021 ◽  
pp. 121-132
Author(s):  
Girma Moti Geletu ◽  
Dawit Mekonnen ◽  
Geberew Tulu Mekonnen
Keyword(s):  
Professional Development ◽  
Multiple Regression ◽  
Primary Schools ◽  
Qualitative Data ◽  
Pearson Correlation ◽  
Group Discussion ◽  
Specific Class ◽  
Learning Potential ◽  
Effective Professional Development ◽  
Significant Difference

Aims: The main purpose of the study was to evaluate contextualization of theory and practices of teachers’ effective professional development features in primary schools in Ethiopia. Methodolody: Concurrent triangulation mixed method design was employed in the study. Questionnaires, interviews, focus group discussion, observation, and document examination were used to collect the data. A total of 615 participants took part in the study. The quantitative data were analyzed by using means, standard deviation, Pearson correlation, one-way-ANOVA, and multiple regression. The textual and contextual qualitative data were analyzed using thematic analysis. Both quantitative and qualitative data were interpreted and concurrently triangulated. Results: Teachers did not incorporate and implement professional development critical features in continuous professional development (CPD) plans and activities. The prevailed effects from these professional development features were [content-focus, R2 =.105, active learning, R2 = .072, coherence (R2=.043, collective participation, R2=.037, and sustained duration, R2=.014]. The cumulative outcomes of effectiveness of CPD practices added to multiple regression (R2=.271) accounted for 27.1% to cause teachers’ improve classroom instruction though professional dynamics predict that professional development practice is effective when it causes teachers improve professional practices. Teachers’ participation in CPD activities, learning potential from CPD and application of new knowledge and pedagogical skills in the classroom were rated (M1=17.82, M2 = 15.74 & M3 = 14.79) by teachers and mentors and principals respectively. There was no statistically significant difference at p >.05 level in mean scores [F (2, 535) = 2.052, p = .135]. Conclusion: The findings of the study have implications for teachers in terms of planning and implementing specific class content and reflection activities in order to gain appropriate professional competences. Teachers need to upgrade their skills as they were not performing well in the classroom.

scholarly journals A Comparison of Professional Development Practices in Rural and Urban High School

2018 ◽  
Vol 35 (2) ◽  
Author(s):  
Teresa Wallace
Keyword(s):  
Professional Development ◽  
Student Performance ◽  
High Performing Schools ◽  
High Performing ◽  
Effective Professional Development ◽  
Rural High Schools ◽  
Rural And Urban ◽  
Standards Based Reform ◽  
Professional Development Needs ◽  
Teacher Professional

Because standards-based reform emphasizes improved teaching as the best path to increased learning and improved student performance, one would expect high performing schools to be implementing effective professional development practices. This study examines professional development practices in high performing urban and persistently low achieving rural high schools in Kentucky. Findings from the non-experimental descriptive study suggest similarities in professional development practices between the two groups. Differences existed in how well leadership addresses teacher professional development needs and in sufficient training to utilize instructional technology. Characteristics of effective professional development are not being fully implemented in either group of schools.  

Professional Development Recommendations for Online Courses

2004 ◽  
pp. 135-157 ◽  
Author(s):  
Janice M. Hinson ◽  
Rachel Bordelon Sellers
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Online Courses ◽  
The Internet ◽  
Development Programs ◽  
Face To Face ◽  
Effective Professional Development ◽  
Time Space ◽  
Teachers And Students ◽  
Online Educators

The Internet is redesigning the delivery of instruction, and, consequently, time, space and distance are no longer constraints to teachers and students. Harrison and Berge (2000) state that “Internet access is becoming more widespread and its capabilities for delivering multimedia lessons are improving daily; the Internet is becoming the vehicle of choice for distributing learning across distances” (p. 57). However, teaching online is a relatively new concept and effective professional development is needed to help educators learn to organize content for online delivery, convert instructional materials to online formats, use advanced multimedia tools, and integrate technology resources in online learning environments. This chapter addresses standards for technology-supported instruction and staff development; models of effective face-to-face professional development, along with adaptations for online educators; and professional development programs currently available to online educators. Recommendations for effective professional development have also been provided.

Effective Technology-Mediated Education for Adult Chinese Learners

2011 ◽  
pp. 2187-2204
Author(s):  
Hsianghoo Steve Ching ◽  
Carmel McNaught ◽  
Paul W.T. Poon
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Adult Learners ◽  
Native Speakers ◽  
Face To Face ◽  
Effective Professional Development ◽  
Chinese Learners ◽  
Effective Technology ◽  
Native Speakers Of English ◽  
Work Done

This article will address several areas relating to online learning and technology. We will report on work done in the development of four models that have been used to deliver effective professional development for adult learners. The courses are run in Taiwan from a base at Feng Chia University in Taichung, and all the attendees are Chinese. The key content is developed by instructors who are all native speakers of English from a range of countries. Some of this key content is delivered face-to-face and some is delivered virtually. Course facilitators are experienced in online learning and are Chinese. Our models thus utilize both internationally known teachers and local expertise.

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