scholarly journals Online Teaching Portfolio as a Catalyst for Professional Development

2018 ◽  
Vol 7 (14) ◽  
Author(s):  
Umed Bokiev ◽  
Daler Bokiev ◽  
Moomala Othman ◽  
Lilliati Ismail ◽  
Dalia Aralas
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Teaching Portfolio

Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

RELC Journal ◽  
2021 ◽  
pp. 003368822098178
Author(s):  
Anisa Cheung
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Technology Integration ◽  
Online Teaching ◽  
Pedagogical Beliefs ◽  
Structured Interviews ◽  
Online Mode ◽  
Using Data ◽  
Synchronous Online

This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.

A professional development framework for online teaching

TechTrends ◽  
2014 ◽  
Vol 58 (5) ◽  
pp. 95-101 ◽  
Author(s):  
Evrim Baran ◽  
Ana-Paula Correia
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Development Framework

The challenges of continuing professional development among academic staff during the COVID-19 pandemic in Ukraine

2021 ◽  
Vol 7 (3B) ◽  
pp. 79-89
Author(s):  
Yaroslava Belmaz ◽  
Oksana Horovenko ◽  
Liudmyla Bakhmat ◽  
Lesia Kalashnikova ◽  
Maryna Shevchenko
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Motivating Factors ◽  
Professional Activities ◽  
Professional Interest ◽  
Starting Point ◽  
Self Development ◽  
Research Questions

The research is focused on studying continuing professional development (CPD) of academic staff in Ukraine. The starting point is to analyze various definitions to describe the concept and defining skills crucial for CPD activities. To study various aspects of CPD, the questionnaire was created and made available from September to November, 2020. It was used to gather both quantitative and qualitative data to address the research questions, particularly the attitude, advantages, obstacles, etc. The findings of the study suggest that for most respondents CPD is a necessary component of professional activities indicating that the most motivating factors are self-development, self-improvement and professional interest. The respondents consider courses, internships, online seminars and webinars to be the most effective listing courses and conferences as the most often chosen ways of CPD. The majority of the surveyed noted that they had up to 10 hours of CPD during the quarantine in spring 2020 with focus on technical characteristics, forms and methods of online teaching.

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.

scholarly journals Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Florence Martin ◽  
Swapna Kumar ◽  
Liane She
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Online Teaching ◽  
Online Courses ◽  
Instructional Designers ◽  
Online Instructors ◽  
Teaching Online ◽  
Research And Practice ◽  
Lifelong Learner ◽  
Online Instructor

Online instructors adopt various roles and perform various competencies in the design and delivery of online courses. In this study, online instructor roles are categorized into eight types including Subject Matter Expert, Course Designer and Developer, Course Facilitator, Course Manager, Advisor/Mentor, Assessor/Evaluator, Technology Expert, and Lifelong Learner. Through survey-based research with 141 online instructors, this study examines competencies that online instructors perform based on various roles. When rating competencies, overall categorical means for all the roles were rated above 4.00, which showed that they used all these roles. The highest rated items and lowest rated items are discussed in addition to the connection between research and practice in online teaching. Online instructors who participate in training and who collaborate with instructional designers rated the frequency with which they perform the competencies to be higher. This study has implications for online instructors, instructional designers, and administrators who design and deliver online learning and offer professional development for online instructors.

scholarly journals Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19

2022 ◽  
Vol 14 (1) ◽  
pp. 470
Author(s):  
Joseph Meng-Chun Chin ◽  
Gregory S. Ching ◽  
Fides del Castillo ◽  
Tzu-Hsing Wen ◽  
Yu-Chen Huang ◽  
...  
Keyword(s):  
Professional Development ◽  
Information Technology ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The Philippines ◽  
Technology Literacy ◽  
National Capital Region ◽  
Innovative Teaching ◽  
National Capital ◽  
Teachers Professional Development

Due to COVID-19, remote or distance education has become the norm in the Philippines. Yet even in its second year, remote teaching and learning still face ongoing challenges, as does the need for teachers’ professional development. This paper describes a study that examined teachers’ perspectives on barriers and needs in professional development. The study involved 174 teachers who were teaching online courses in the National Capital Region. The participants completed a survey detailing their professional development frequency, perspectives, barriers, and needs, while eight teachers agreed to participate in a follow-up interview. Results from hierarchical multiple regression analysis have shown that teachers’ pedagogical and information technology skills requirements are influenced primarily by their prior professional development experiences and their need to apply active learning and innovative teaching ideas. Qualitative analyses indicate that teachers’ professional development needs are mostly focused on skills related to online teaching, information technology literacy, and conducting research. In addition, data indicated that barriers to professional development were primarily caused by financial and time constraints and a lack of teacher motivation and logistical support. In summary, for remote education to be sustainable, teachers need ongoing professional development as well as adequate logistical support.

scholarly journals Professional Development for the Online Teacher

2006 ◽  
pp. 283-295 ◽  
Author(s):  
Jan Herrington ◽  
Ron Oliver
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
The Internet ◽  
University Teachers ◽  
Professional Development Needs ◽  
Online Teacher ◽  
Graduate Certificate ◽  
The Impact

While telecommunications and telematics have been available in schools and universities for decades, the speed of adoption of the Internet into general use has been unprecedented. This has placed a great deal of pressure on university teachers to re-evaluate their roles in the light of new teaching and learning opportunities. The Internet has opened up possibilities beyond the simple acquisition of information, and has created teaching and learning challenges that many teachers feel ill-equipped to meet. This chapter examines the impact of the Internet on the teacher’s role and explores the types of skills and strategies that teachers will need to be effective and efficient in online learning environments. The professional development needs for the new role of online teacher will be discussed within the context of a Graduate Certificate in Online Teaching and Learning designed to encapsulate authentic approaches to learning.

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