Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

Lee, Jane; Sanders, Taren; Antczak, Devan; Parker, Rhiannon; Noetel, Michael; Parker, Philip J.; Lonsdale, Chris

doi:10.3102/0034654321997918

Cited by 22 publications

(16 citation statements)

References 86 publications

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“…Similar to our RCT findings [ 18 ], 67% of our teachers completed at least 50% of the iPLAY professional learning modules (70% in the RCT). The typical completion rates for online professional learning are low, often due to low organisational support, insufficient provision of time, low perceived usefulness of content, and poor instructional design [ 47 ]. The high-levels of adoption observed in this implementation-effectiveness study may be attributable to our learning design choices that deliberately addressed these barriers (e.g., short online modules that fit in existing structures for professional learning opportunities, like team meetings).…”

Section: Discussionmentioning

confidence: 99%

Scale-up of the Internet-based Professional Learning to help teachers promote Activity in Youth (iPLAY) intervention: a hybrid type 3 implementation-effectiveness trial

Lubans

Sanders

Noetel

et al. 2022

Int J Behav Nutr Phys Act

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Background Whole-of-school programs have demonstrated success in improving student physical activity levels, but few have progressed beyond efficacy testing to implementation at-scale. The purpose of our study was to evaluate the scale-up of the ‘Internet-based Professional Learning to help teachers promote Activity in Youth’ (iPLAY) intervention in primary schools using the RE-AIM framework. Methods We conducted a type 3 hybrid implementation-effectiveness study and collected data between April 2016 and June 2021, in New South Wales (NSW), Australia. RE-AIM was operationalised as: (i) Reach: Number and representativeness of students exposed to iPLAY; (ii) Effectiveness: Impact of iPLAY in a sub-sample of students (n = 5,959); (iii) Adoption: Number and representativeness of schools that received iPLAY; (iv) Implementation: Extent to which the three curricular and three non-curricular components of iPLAY were delivered as intended; (v) Maintenance: Extent to which iPLAY was sustained in schools. We conducted 43 semi-structured interviews with teachers (n = 14), leaders (n = 19), and principals (n = 10) from 18 schools (11 from urban and 7 from rural locations) to determine program maintenance. Results Reach: iPLAY reached ~ 31,000 students from a variety of socio-economic strata (35% of students were in the bottom quartile, almost half in the middle two quartiles, and 20% in the top quartile). Effectiveness: We observed small positive intervention effects for enjoyment of PE/sport (0.12 units, 95% CI: 0.05 to 0.20, d = 0.17), perceptions of need support from teachers (0.26 units, 95% CI: 0.16 to 0.53, d = 0.40), physical activity participation (0.28 units, 95% CI: 0.10 to 0.47, d = 0.14), and subjective well-being (0.82 units, 95% CI: 0.32 to 1.32, d = 0.12) at 24-months. Adoption: 115 schools received iPLAY. Implementation: Most schools implemented the curricular (59%) and non-curricular (55%) strategies as intended. Maintenance: Based on our qualitative data, changes in teacher practices and school culture resulting from iPLAY were sustained. Conclusions iPLAY had extensive reach and adoption in NSW primary schools. Most of the schools implemented iPLAY as intended and effectiveness data suggest the positive effects observed in our cluster RCT were sustained when the intervention was delivered at-scale. Trial registration ACTRN12621001132831.

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Section: Discussionmentioning

confidence: 99%

Scale-up of the Internet-based Professional Learning to help teachers promote Activity in Youth (iPLAY) intervention: a hybrid type 3 implementation-effectiveness trial

Lubans

Sanders

Noetel

et al. 2022

Int J Behav Nutr Phys Act

Self Cite

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“…The above databases covered a wide range of literature and were considered sufficient to support our initial literature search. To generate a database search strategy, we performed preliminary scoping searches using the term “panoramic video” (Lee, Sanders, et al, 2021). Following these pilot searches, we divided the search strings into two clusters to distinguish the application contexts of panoramic video.…”

Section: Methodsmentioning

confidence: 99%

Panoramic video in education: A systematic literature review from 2011 to 2021

Feng

et al. 2022

Computer Assisted Learning

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Background: Panoramic video as a novel instructional media with increasing educational application. However, empirical research on panoramic video instruction is mostly episodic with conditional and inconclusive results.Objectives: This study reviewed 10 years (2011-2021) of research on panoramic video in education to synthesize, meta-analyse, and critically evaluate the state-ofart research findings, which can inform future educational practice and research directions.Methods: Following the protocol of systematic review, this study selected 83 articles from four major research databases and analysed them from five interrelated aspects: instructional context, technological features, instructional design, research design, and instructional effect. A meta-analysis was also conducted to determine the overall effectiveness of panoramic video on education and the moderating factors. Results and Conclusions:The results revealed a rapid upward trend in publication since 2018 with unequal distribution among regions and learning domains. Despite the technical advancement in immersion and interaction, panoramic videos were found to mainly support the acquisition of content and factual knowledge through direct instruction, and lack in-video scaffolding and assessment. Moreover, many interventions were one-time, short-term studies that are susceptible of novelty effect. Lastly, an overall medium effect (g = 0.711) of panoramic video was reported and six significant moderating factors were identified based on the meta-analysis results.Major takeaways and implications: Panoramic videos are ubiquitously effective across grade levels, learning domains, and pedagogies, but are more suitable for teaching conceptual knowledge. Design features such as interaction, scaffolding, assessment, iteration, and video length deserve our special attention in panoramic video instruction.

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“…Academics today are in the global world where technology has become a trend for rising innovation in teaching, learning, and professional development as well as an increase in the visibility and phenomenon of lecturers' work (Lee et al, 2021). There is promising evidence that SNSs such as Google Scholar, ResearchGate Academia.edu, and the likes help lecturers to develop their social, intellectual, teaching method, collaborative learning, effective communication, problem-solving, and life-long learning as well as provide open access to ideas and publications.…”

Section: The Rationale For Snss On Professional Development Of Lecturersmentioning

confidence: 99%

Social network sites and professional development of lecturers

Abdullah

2023

IJLT

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This study investigated Social Network Sites and the Professional development of lecturers in Kwara State, Nigeria. The purposes of this study are to investigate the correlation between Google Scholar, ResearchGate, and Academia.edu and the professional development of lecturers in three selected universities. A quantitative research design was used in the study. A purposive sampling technique was used to select 120 participants from the sample universities. The researcher looks into the population of academics who engage in using three indicators of Social Network Sites. Pearson product-moment correlation and linear regression analysis were used to analyze the gathered data. The findings revealed that Google Scholar, ResearchGate, and Academia.edu were positively and significantly correlated with the professional development of lecturers. Therefore, it was recommended that lecturers should keep making use of Google Scholar to arouse interest in publication. Furthermore, lecturers should improve on the use of ResearchGate to increase the visibility and impact of their works. Keywords: Collaborative learning, effective communication, Google scholar, ResearchGate, professional development

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Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

Cited by 22 publications

References 86 publications

Scale-up of the Internet-based Professional Learning to help teachers promote Activity in Youth (iPLAY) intervention: a hybrid type 3 implementation-effectiveness trial

Scale-up of the Internet-based Professional Learning to help teachers promote Activity in Youth (iPLAY) intervention: a hybrid type 3 implementation-effectiveness trial

Panoramic video in education: A systematic literature review from 2011 to 2021

Social network sites and professional development of lecturers

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