Factors driving learner success in online professional development

Vu, Phu; Cao, Vien; Vu, Lan; Cepero, Jude

doi:10.19173/irrodl.v15i3.1714

Cited by 35 publications

(32 citation statements)

References 21 publications

(14 reference statements)

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“…Some of these acclaimed techniques include observation by facilitators, teacher collaboration and co-teaching, and participatory action research (Morales, 2016;Villa, Thousand, & Nevin, 2013). Online techniques have also been pursued (Cavanagh, 2013), but the level of success depends on whether the teachers are familiar with technology, self-motivated, and disciplined (P. Vu, Cao, L. Vu, & Cepero, 2014). In alternative evidence, the introduction of technological advancement does not necessarily guarantee application in teaching practice (Sabzian & Gilakjani, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

In-Service Teacher Training and Professional Development of Primary School Teachers in Uganda

Nzarirwehi¹,

Atuhumuze²

2019

ije

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In 1994, Uganda's Ministry of Education and Sports introduced Teacher Development Management Systems, with the sole aim of supporting and enhancing professional development of teachers through in-service teacher training. Though the training has increasingly motivated teachers into upgrading their academic qualifications, research has not established the effect of the training on professional development of teachers and loopholes, assumptions and misconceptions still persist two decades after the inception of the Teacher Management Systems. Using primary data collected in 2016 from the southwestern Uganda districts of Bushenyi, Rukungiri and Sheema, this study attempts to examine this issue. Key informant interviews and questionnaires were used to collect data from a sample of 610 primary teachers and education stakeholders selected for the study. Findings show that inservice teacher training has a significant effect on teachers, particularly on their academic qualifications, performance, and professionalism. However, these benefits can only be realized when the training is properly planned, implemented and continually evaluated, and in the presence of certain resources and incentives. To this end, the study recommends a review of teacher training approaches and a revamp of school environments to facilitate the teachinglearning process.

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Section: Literature Reviewmentioning

confidence: 99%

In-Service Teacher Training and Professional Development of Primary School Teachers in Uganda

Nzarirwehi¹,

Atuhumuze²

2019

ije

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“…In Australia, two issues are guiding the reformation of professional development, these are, a geographic isolated population both across Australia and with the world, as well as the move to a National approach to Education with the current development and implementation of a national curriculum [9]. A move to online spaces for professional development, which are not limited by the need for face-to-face contact, is emerging with the growth and ease of use of web 2.0 tools [10,11]. Educators' professional learning landscape has shifted greatly through such technologies due to the opportunities for any-time, self-generating, and on-demand learning [12].…”

Section: Introductionmentioning

confidence: 99%

Exploring Elements That Support Teachers Engagement in Online Professional Development

Prestridge

Tondeur

2015

Education Sciences

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This study sought to identify the most effective elements required in online professional development to enable teachers to improve their use of Information and Communications Technologies (ICT) in their classrooms. Four schools in Queensland were involved, with twelve classroom teachers participating in a year-long online professional development program over the school year supported by an online mentor. The online professional development program did not provide course based or sequential learning activities. Rather it was design to enable individual learning pathways and draw on the many professional learning opportunities available through web 2.0 tools and Internet resources. The focus was to explore the process of online ICT professional development to contribute to the conceptualization of how teachers learn in the 21st Century. Findings indicate that teachers need to engage in three elements: investigation, reflection, and constructive dialogue; build a sense of group and individual online presence; and be supported by mentorship that responds to the various cognitive and affective demands of autonomous learners.

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“…First, the online module might not be the ideal learning method for students because, low response to online course as mentioned in a previous article [26], not taking the course seriously, students might skip slides just to finish, which has been observed in other online courses among dental students by this study’s authors. Second, the interventional course might have contained a high volume of content to be absorbed by the students, and some students might have had some technical problems [27], [28]. Third, we had a small sample size, which could have affected the ability to detect differences between the groups.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Online Course Intervention to Improve Knowledge of Antimicrobial Resistance among Dental Students, in Comparison to Reference Group Using a Randomized Controlled Trial

Aboalshamat

Banjar

Al-Jaber

et al. 2019

Open Access Maced J Med Sci

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AIM: This study aimed to assess the effectiveness of a recognised antimicrobial resistance (AMR) online module on knowledge and perception among dental students, using a randomised controlled trial study design. METHODS: Dental students (n = 64, aged 21-25 years) in clinical years agreed to participate in this triple-blinded, parallel, randomised controlled trial. There were 34 students in the study group and 30 students in the control group. The study group participated in an online course covering information about AMR, while students in the control group received another online course about microorganisms in dentistry. Both groups were assessed three times using online questionnaires: before the intervention (T1), after the intervention (T2), and two months later (T3). Each one of T1, T2 and T3 had 22 questions. The questions were repeated each time in T1, T2, and T3 asking about AMR but with different question format, to avoid the possibility of students to memorise the answers. RESULTS: The mean (m) of correct answers for all students on T1 was 12.56, with standard deviation (SD) of 3.2. On T2, m = 14.03 and SD = 3.85, and on T3, m = 14.36 and SD = 3.71. Scores ranged from 0 to 22. The participants in the study and control groups showed significant score improvements from T1 to T2, immediately after the intervention, but there was no significant difference between T2 and T3. The study group students’ scores did not improve significantly from T1 to T3, in contrast to the control group students’ scores. More importantly, there was no significant difference in improvement from T1 to T2 when comparing the study and control groups. CONCLUSION: Online courses might not be reliable learning methods for ensuring the optimal levels of AMR knowledge that are needed by dental practitioners.

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Factors driving learner success in online professional development

Cited by 35 publications

References 21 publications

In-Service Teacher Training and Professional Development of Primary School Teachers in Uganda

In-Service Teacher Training and Professional Development of Primary School Teachers in Uganda

Exploring Elements That Support Teachers Engagement in Online Professional Development

The Effectiveness of Online Course Intervention to Improve Knowledge of Antimicrobial Resistance among Dental Students, in Comparison to Reference Group Using a Randomized Controlled Trial

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