Online Professional Development Research Articles

Exploring Suggestions from Educational Leaders and ChatGPT for Addressing Problems of Practice in TeleED

Educational leaders are faced with multi-faceted dilemmas that place decision-making at the heart of their day-to-day work. For support, they often turn to collaborative networks of experienced educators, such as Project ECHO, for solutions to address challenges they encounter while working in the field. The availability of generative AI technology, however, may have potential for informing the solutions to complex educational dilemmas as well, saving time and offering efficiency for problem solving. This study compares solutions for three problems of practice (PoP) that were generated through ChatGPT software and those proposed by the educational leaders in TeleED, an online professional development platform. The problem of practice in this study refers to complex, real-world challenges or problems shared by educational leaders. Findings indicate that solutions to these PoPs showed similarities, suggesting that both ChatGPT and the educational leaders in TeleED highlight ideas such as documentation and peer mentoring to address challenges. This reflects ChatGPT’s ability to generate applicable solutions to complex problems that somewhat mirror solutions posed by leaders. However, educational leaders offered solutions that were nuanced, context specific, and contained explanations of resources and experiences that enhanced discussions. Findings suggest that ChatGPT may have utility for enhancing decision-making but not replacing the human element.

Hong Kong Kindergarten Teachers’ Satisfaction and Engagement in a Music-and-Movement Online Professional Development Course

Online professional development (PD) can be a sustainable and easily scalable alternative to provide early childhood teachers with training opportunities. However, there is limited research on teachers’ levels of satisfaction and engagement in online PD initiatives. Understanding teachers’ levels of satisfaction and engagement is crucial, as these may influence the effectiveness of online PD in benefiting teachers and ultimately young children. This study aimed to examine Hong Kong kindergarten teachers’ satisfaction and engagement in a music-and-movement (M&M) online PD course. This study involved 56 participants who received an 11-week online PD course. Questionnaires were administered after course completion. Data were analyzed using descriptive statistics and t-tests. Participants had high levels of satisfaction with the course, particularly those with no or some M&M background, who were more satisfied with the course content and instruction. Participants had moderate-to-high levels of engagement in the course, particularly those with no or some M&M background, who were more emotionally engaged. We conclude that sustainable and easily scalable online PD initiatives can result in high levels of satisfaction and engagement among kindergarten teachers, especially those with limited M&M background. This study supports the idea that online PD can be responsive to teachers’ needs and preferences.

Development and evaluation of an online professional development course to support delivery of tiered school-based rehabilitation services

Purpose The Facilitating Integration of Rehabilitation Services Through Training (FIRST) Course provides online professional development on tiered service delivery models for rehabilitation professionals working in education settings. Created by content and e-learning experts, this study describes our use of the Analysis, Design, Development, Implementation, Evaluation (ADDIE) instructional design model and the Successive Approximation Model (SAM) to develop, implement, and evaluate the FIRST Course, and reports the findings of an initial program evaluation. Method Rehabilitation professionals who completed the FIRST Course were invited to complete a cross-sectional survey to evaluate its utility. Results Between May 1, 2020, and August 11, 2023, 314 occupational therapists, 54 physiotherapists, and 170 speech-language pathologists completed the online course and survey. Respondents perceived the FIRST Course content to be relevant to their practice and to meet their learning needs regarding tiered services in education settings. Most respondents viewed the course positively and would recommend it to colleagues. More experienced respondents suggested a need for training on tiered service delivery models beyond an introductory level. Conclusions The ADDIE and SAM instructional design models were successfully applied to develop, implement, and evaluate online professional development for school-based rehabilitation professionals who wish to learn about tiered service delivery models.

Variations in online self-regulated learning abilities among Chinese K-12 teachers across different regions and levels.

Online self-regulated learning (OSRL) is crucial for online learners' success and lifelong learning. This study investigated the OSRL characteristics of K-12 teachers in China, who embody the dual roles of learners and educators. It also analyzed the differences in OSRL abilities across different genders, education stages, and school locations, and examined the correlation between education qualifications, years of service, and OSRL abilities. A self-report measure was used to assess K-12 teachers' OSRL, with data collected from 1,443 K-12 teachers (394 males and 1,049 females) in northeastern China. Descriptive statistical analysis was utilized to explore the characteristics of their OSRL. Independent t-tests and ANOVA were employed to investigate differences in OSRL among different genders, regions, and educational stages. Correlation analysis was conducted to examine the relationships between education qualifications, years of service, and OSRL among K-12 teachers. The data analysis revealed that K-12 teachers scored the lowest in Online Learning Self-Efficacy (OLSE), followed by Online Learning Management Strategies (OLMS), and then Online Learning Resource Management (OLRM). Notably, urban K-12 teachers exhibited higher OLSE abilities than their rural counterparts, while high school teachers scored higher in OLSE and OLMS compared to primary school teachers. Furthermore, a positive correlation was observed between education qualifications and K-12 teachers' OLSE, whereas a negative correlation was identified between years of service and K-12 teachers' OLSE. The findings reveal an uneven development across various dimensions of online self-regulated learning among K-12 teachers, necessitating support for the advancement of OLSE, OLMS, and OLRM. Particular attention should be given to the OLSE of teachers with longer teaching years and rural teachers. Encouraging K-12 teachers with lower education qualifications to pursue further education is also recommended. This study provides evidence and a novel perspective for teacher educators to develop online professional development programs, which is significant for optimizing online learning experiences and enhancing educational outcomes.

Exploring English for Academic Purposes Program: Needs analysis and impact evaluation

A collaborative project involving three universities was initiated to support lecturers in Indonesia in designing English for Academic Purposes (EAP) instruction adjusted to local needs and the latest advancements in EAP. Using a mixed-methods approach and developmental research design, the study included a needs analysis, implementation of an EAP professional learning program, and a program evaluation survey. Needs analysis was conducted through a survey with 88 lecturers and 618 students from 41 universities in Indonesia. The results of the need analysis were then used to inform the design and delivery of an online professional development program for EAP lecturers. Based on the needs analysis results, the EAP lecturers who participated in the survey conveyed that they required improvements in digital skills, teaching techniques for diverse proficiency levels, and methods for improving students’ productive skills and critical thinking abilities. The participating students also expressed their need for interactive EAP activities, team-based learning, and the use of social media for collaboration and connectivity. Informed by the needs analysis results, a two-month program was designed and delivered in eight 90-minute video conferences, combined with asynchronous activities on a learning platform. As revealed in the post-program survey, the participating lecturers’ feedback on the program highlighted contributing factors to the changes in their technological and pedagogical content knowledge, particularly in the areas of using digital tools and differentiated instruction in EAP. This study highlights the need for continuous professional development to enhance EAP lecturers’ ability to effectively apply acquired skills in teaching and professional practice.

Authentic caring in online professional development for early childhood teachers in South Africa

Background: The professional development (PD) of early childhood teachers is of strategic importance in higher education and the profession given the need to improve responsiveness and progress towards millennium goals.Aim: The purpose was to analyse classroom practices and teachers’ experiences of PD programmes, through the theoretical lens of the UNESCO ICT Competency Framework for Teachers to construct an authentic data-based model, which can be used to understand PD challenges and guide decisions about the improvement of education quality.Setting: The study was conducted in Gauteng with teachers from a selection of early childhood centres.Methods: A phenomenological inquiry explored the settings and practices of 23 selected teachers in Gauteng province. Interview and observation data were analysed for content categories and grounded theory articulations.Results: The main finding is that teachers facing everyday educational challenges benefit from school-based support and available media but need additional learning to advance their professional aspirations. The grounded theory analyses of the data highlighted that early childhood practices and articulated development needs are best explained as authentic caring. This was conceptualised metaphorically as garden spaces where careful tending, deliberate planning and various elements of nurturing knowledge may harmoniously be blended. The model extends prevailing theories of PD and the flipped ICT Competency Framework for Teachers.Conclusion: The model of authentic caring is a grounded theory articulation based upon beliefs of practising EC teachers.Contribution: The article provides a comprehensive online teacher professional development framework for EC teachers, emphasising authenticity, care and alignment with global educational standards.

Perceptions versus performance: Assessing teacher learning in asynchronous online professional development

AbstractTeacher learning in asynchronous online professional development (PD) is often measured by self-reported instruments, despite uncertainties regarding teachers’ accuracy in their self-assessment of learning. This study explored whether teachers’ self-reported gains in content knowledge for teaching aligned with those measured by direct assessments. Through quantitative analyses of data collected from 57 middle school mathematics teachers who participated in a fully asynchronous online PD program, we found no significant correlation between teachers’ self-reported knowledge gains and those measured by direct assessments. Additionally, we examined the role of teachers’ use of self-regulated learning (SRL) strategies, namely organization, elaboration, and monitoring, in their learning from the PD program by conducting linear regression analyses. Our results indicated that teachers who frequently monitored their understanding of the PD content demonstrated greater gains in their content knowledge as measured by direct assessments. However, none of the SRL strategies predicted the accuracy of teachers’ self-assessments of knowledge gains from the asynchronous online PD program. These findings raise concerns about relying solely on self-reported instruments to capture teachers’ learning in asynchronous online PD programs, and they emphasize the need for more robust and accurate outcome measures in the asynchronous online learning context.

The impact of an early childhood educator e-Learning course on young children’s fundamental movement skills: A cluster randomized controlled trial

ABSTRACT Early childhood educators (ECEs) are ideally positioned to support the development of children’s fundamental movement skills (FMS). However, ECEs have little specialised training to support the development of FMS in young children. This study aimed to assess the impact of an e-Learning course on the FMS of preschool-aged children. 145 Preschool-aged children and 42 ECEs from 12 childcare centres participated in the study. ECEs in the experimental group were asked to complete the e-Learning course. A subsample of children (n = 48) was objectively assessed using the Test of Gross Motor Development 3rd Edition (TGMD-3). Additionally, parents of all participating children reported perceptions of their child’s FMS to understand if they knew how well their child was progressing. Findings showed a significant increase in TGMD-3 assessed locomotor skills from baseline to follow-up in the intervention group compared to the control group and total FMS but not objective control skills. Parent-reported FMS increased in the intervention group for all locomotor, object control skills, and total FMS. However, the intervention effect for all three measurements was not significant. The results from this study highlight the potential utility of online professional development for ECEs as an approach to improving young children’s FMS.

Preparing Health Professions Educators for Online and Blended Learning Environments: A Mixed Methods Study

Online and blended teaching and learning (OBTL) are integral to the future and success of higher education, including health professions education. Institutions with a goal of developing high-quality online and blended programs must prioritize time and resources dedicated to professional development and training. This research study utilized an online professional development course as an intervention to gain deeper insights into the scope of faculty development to effectively teach in online and blended learning environments. The study, utilizing a convergent mixed methods approach, gathered data through a pre- and post- intervention survey measuring health professions faculty readiness to teach online, a knowledge-based test, and post-intervention focus group discussions. Statistically significant differences in survey and test scores were observed between pre- and post-intervention and advantages of the intervention were highlighted in the focus group discussions. These key findings suggest the efficacy and influence of the educational intervention. Additionally, barriers and recommendations for enhancement were identified, including a notable gap between perceived importance and perceived capability among faculty members. This information pinpoints areas where professional development and support may be beneficial. Outcomes of the study provide valuable insights into health professions faculty members' knowledge, readiness, and perceptions related to teaching in online or blended educational environments.

The Effects of Educational Artificial Intelligence-Powered Applications on Teachers’ Perceived Autonomy, Professional Development for Online Teaching, and Digital Burnout

The transformative impact of advancements in educational technology, particularly those powered by artificial intelligence (AI), on the landscape of education and the teaching profession has been substantial. This study explores the repercussions of AI-powered technologies on teachers’ autonomous behavior, digital burnout, and professional development. The study involved a cohort of 320 high school teachers in China segregated into control and experimental groups. The experimental group received instructions on AI-integrated applications and how they might be used in education. However, the teachers assigned to the control group did not receive information on the use of AI educational applications. Three distinct questionnaires probing autonomous behaviors, digital burnout, and online professional development were administered, and the ensuing data were analyzed using independent sample t-tests. The findings elucidate a discernible positive impact of AI-integrated technology intervention on teachers’ professional development and autonomous behaviors. The incorporation of AI-enhanced tools facilitated an augmentation in teachers’ professional growth and bolstered their independent and self-directed instructional practices. Notably, using AI-integrated technology significantly reduced teachers’ susceptibility to digital burnout, signifying a potential alleviation of stressors associated with technology-mediated teaching. This research provides valuable insights into the multifaceted effects of AI-powered technologies on educators, shedding light on enhancing professional competencies and mitigating digital burnout. The implications extend beyond the confines of this study, resonating with the broader discourse on leveraging technology to augment the teaching profession and optimize the learning environment.

Online professional development and cognitive growth: A quantitative analysis for special education educators

This research quantitatively examines how online professional development (OPD) affects cognitive development in special education instructors. 100 individuals took part in outpatient department activities for six months, undergoing cognitive ability examinations before and after the intervention. Descriptive statistics, paired samples t-tests, multiple regression analysis, analysis of covariance (ANCOVA), and Pearson correlation coefficients were used to analyze the data. The findings show a significant rise in post-test scores on the Cognitive Abilities Test (CAT) after taking part in the OPD program. Years of experience and education level were important indicators of cognitive progress, emphasizing the significance of individual traits. Moreover, those with greater expertise and advanced levels of education often had better marks on the post-test. The results highlight the significance of cognitive growth as a crucial result of professional development for special education instructors, adding to the existing knowledge base. The research suggests giving priority to cognitive growth in professional development programs, customizing programs to meet individual requirements, and offering continuous support to educators. Future studies should investigate how OPD impacts cognitive development and analyze its lasting consequences on teacher efficacy and student results.

Designing for effective online Teacher Professional Development (oTPD) in building education by supporting beliefs, communities, collaboration, and development

This article reports the initial research findings from a large project on online professional development and upskilling of in-service building teachers’ digital competencies. Based on the results from a preceding literature review and the pilot delivery of the course, three key factors for the design of effective online teacher professional development in building education — beliefs, communities and collaboration, and teaching development — are exemplified and discussed. The article concludes that the pilot was successful in developing the participants’ technical skills and competencies to introduce technology in building education; however, the pilot did not significantly influence the participants’ beliefs nor made them change practice within the duration of the course.

Using the ADDIE Model to Develop an Online Professional Development Program for Non-Specialist ESL Teachers

Using the ADDIE Model to Develop an Online Professional Development Program for Non-Specialist ESL Teachers

When engineering design meets STEAM education in hybrid learning environment: teachers’ innovation key through design heuristics

ABSTRACT Implementing STEAM education in classrooms can be enhanced by incorporating other methods to bring students flexibility during learning, such as the engineering design process (EDP) and hybrid learning. We developed design heuristics to support teachers in enhancing the quality of STEAM lessons, emphasizing EDP within hybrid learning to assist teachers in developing lesson plans. The design heuristics were implemented in three groups of online professional development programs within educational design research, with a hundred and eighty-three teachers submitting their lesson plans. We scored the lesson plans and conducted the Kruskal Wallis H test procedure. The result showed that teachers who participated in this study were likely to incorporate the key principles of design heuristics in their lesson planning practices. However, we found that there is a necessity for further exploration, especially in the variation of assessment strategies and the exploration of problems or context for STEAM learning. Therefore, the result emphasized the significance of future exploration that defines and formulates problems for STEAM activities and its implications on teachers’ lesson planning. This study harmonizes technological advancement and pedagogical practices within hybrid learning by integrating emerging technologies into lesson planning and evolving a design approach into the STEAM curriculum.

Implementation of Online Teacher Professional Development Programs: Physical Education Teacher Perspectives

One current focus in education is the importance of developing professionalism among physical education teachers to meet the demands and challenges of physical education in the 21st century. Several challenges faced by physical education teachers in implementing online professional development programs include limited access to technology, reduced social interaction, and difficulties in assessing and providing immediate feedback. Additional challenges that require further investigation include the relevance of content and its adaptation specifically to the physical education curriculum and practical contexts. The relevance of physical education teachers' understanding of online professional development programs involves program design and improvement, professional growth and efficacy, implementation and adoption, policy, and advocacy. This study aims to explore the perspectives of physical education teachers on participating in online professional development programs. The method used is quantitative research with a descriptive quantitative design. The sampling technique employed is census sampling, involving all members of the population in the survey, thus including 245 teachers from across Indonesia who are participating in the online development program. The results show that over 80% of participants were able to receive and assimilate the material provided by instructors through a Learning Management System (LMS) during the specified duration of the online teacher development program. Indeed, more than 75% of participants were able to not be disturbed by network issues in their area. Significant differences were reported beyond these percentages, including differences in age groups, teaching experience, and geographical location. Other findings from this study reveal that more than 50% of participants were not interested in the online teacher development program. Factors causing this lack of interest include limited social interaction, digital fatigue, mistrust in effectiveness, and limitations in technology and internet access. The practical implications of these findings are to enhance interactivity, address digital fatigue, improve content relevance, and provide technological support. Future research directions on this topic include longitudinal studies to evaluate the long-term impact of online learning programs on teaching practices and learning outcomes, aiming to identify ongoing changes and improvements in teaching practices. Key Words: Implementation, Perception, Physical Education, Teacher Professional Development

PhD Progression: a micro-credentialing program motivates and supports PhD students’ professional development at a US University

PurposeThis study aims to present the evaluation of a competency-based online professional development training program, PhD Progression, tied to a digital badge system, created to support PhD students across fields.Design/methodology/approachThis study took place at Boston University, a large, nonprofit, Carnegie Classified R1 research-intensive institution located in the northeastern region of the USA. Through internal campus collaborations, the authors developed a PhD core capacities framework. Building from this framework, the authors designed the first learning level of the program and ran a pilot study with PhD students from various fields and at different stages of their PhD. Using surveys and focus groups, the authors collected both quantitative and qualitative data to evaluate this program.FindingsThe quantitative and qualitative data show that the majority of the PhD student participants found the contents of the competency-based training program useful, appropriate for building skills and knowledge and therefore relevant for both their degree progress and their future job. Gaining digital badges significantly increased their motivation to complete training modules.Practical implicationsThis type of resource is scalable to other institutions that wish to provide self-paced professional development support to their PhD students while rewarding them for investing time in building professional skills and enabling them to showcase these skills to potential employers.Originality/valueThis study demonstrates, for the first time, that tying a digital badging system to a competency-based professional development program significantly motivates PhD students to set professional development goals and invest time in building skills.

The Effect of K-12 Engineering Education Focused Professional Development Program on Science Teachers Teaching Engineering Self-Efficacy

The study aims to investigate the influence of the online professional development (PD) program focused on pre-college engineering education on science teachers’ teaching engineering self-efficacy. A nested mixed research design was employed to conduct the study, in which the basic qualitative design was integrated into a weak experimental design and data collection was interrelated. The quantitative dimension of the study utilized the engineering teaching self-efficacy scale, while the qualitative dimension utilized the teachers' reflections as a data collection instrument. Fourteen science educators were selected through purposive random sampling in a province in the Black Sea region of Türkiye. The study's results suggested that the self-efficacy of science teachers in teaching engineering was significantly enhanced by the PD program, which focused on engineering education. The qualitative results were consistent with the quantitative results. Considering the study's results, practitioners and researchers were provided with suggestions for future research in the field of teacher education or PD programs.

Leading Online Professional Development for Instructional Technology Coaches with Effective Design Elements

This single-case study focused on the impact of design elements in online professional development for Instructional Technology Coaches to develop their TPACK. In this study, 30 participants enrolled in an online professional development series of synchronous and asynchronous sessions called Pathways. Ten design elements were implemented including content-focused, active learning, collaboration, modeling, coaching support, feedback, sustained duration and time, reflection, resources, and utilization of technology. Qualitative data were collected from 28 participants’ feedback forms, interviews, and asynchronous assignments. The results showed that all ten design elements were perceived to be beneficial to Instructional Technology Coaches’ learning. However, at the same time, some participants found a few hindrances to their learning from certain aspects of the six design elements. Hindrances in Pathways’ design elements include ineffective modeling, collaboration challenges, off-topic discussions, unfamiliarity with Teams, technical difficulties, insufficient time, and home distractions. These findings emphasize the need for effective collaboration, time allocation, and technical proficiency. The coaches developed their TPACK through Pathways as discovered by the rubric results of the asynchronous assignments. Directions for future research and recommendations for professional development are discussed.

Faculty Engagement In Professional Development

Responses to the transition to online learning during the pandemic underscores the importance of faculty engagement in professional development (PD) to enhance their teaching practices. However, the creation and offering of PD opportunities does not always lead to faculty engagement. Using a change management perspective (the ADKAR framework), this paper examines the facilitators and barriers to instructor engagement in a self-paced, online PD program addressing instructional skills for managing students’ experiences of test anxiety in the classroom. Seven university faculty members participated in focus groups to share their experiences of a pilot PD program in the program. The focus group data were deductively analyzed using the ADKAR framework. Key themes were identified, corresponding to the outcomes of ADKAR: awareness, desire, knowledge, ability, and reinforcements. Findings emphasized the value of considering PD as a change project, while also recognizing staff well-being as a significant factor that impacts engagement with the change process.

Teachers’ Facebook rebellion groups: sites for professional collegial deliberation?

ABSTRACT This study examines conversations in a Swedish teachers’ School Rebellion (SR) group on Facebook, a group that attracts members who wish to engage in activism for a different and better Swedish school system and improved conditions for teachers. The phenomenon of teachers’ Rebellion Facebook groups is relatively new. It has emerged in several countries over the past decade and clearly differs from traditional online teacher collaboration and professional development groups. Placing the Swedish SR initiative in the context of discussions on changing teacher professionalism over the last decade, the aim of this study is to examine what content is given presence in SR posts and how it is discussed by members, and to determine the extent to which the communication between the participating teachers has the potential to strengthen collective professionalism. To this end, curriculum theory and the concept of deliberative communication are combined to address questions of content and various relations between actors and levels, such as power and responsibility issues. The analysis shows that many topics related to teaching and education appear in the conversations, deliberative approaches vary from what is termed pre-deliberative to deliberative and even counter-deliberative. Although all participants have a voice, the administrators’ role is shown to be of special interest. Based on these findings, the administrators’ responsibility to maintain professional collegial deliberation is discussed as a complex mission of deliberation over political, pedagogical, and practical issues.