Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4515
Title: Perceptions of Online Professional Development: Do Newer and Experienced Teachers Differ?
Authors: Bressler, Denise
Yoon, Susan
Miller, Katherine
Shim, Jooeun
Wendel, Daniel
Schoenfeld, Ilana
Anderson, Emma
Reider, David
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Bressler, D., Yoon, S., Miller, K., Shim, J., Wendel, D., Schoenfeld, I., Anderson, E., & Reider, D. (2019). Perceptions of Online Professional Development: Do Newer and Experienced Teachers Differ?. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 821-822). Lyon, France: International Society of the Learning Sciences.
Abstract: In this exploratory study, a small number of biology teachers participated in an online professional development (PD) course delivered in an asynchronous format. To understand the unique perceptions of newer and experienced teachers when delivering PD through an online platform, we conducted post-experience interviews, coded the transcripts, and analyzed the connections between the codes using epistemic network analysis. Findings revealed significant differences in how teachers perceive PD delivery format; experienced teachers had positive perceptions of face-to-face PD while newer teachers had positive perceptions of online PD. In terms of the online discussion, there were no significant differences; both groups articulated positive perceptions. Implications for evolving the design of online PD approaches are discussed.
URI: https://doi.dx.org/10.22318/cscl2019.821
https://repository.isls.org//handle/1/4515
Appears in Collections:CSCL 2019

Files in This Item:
File SizeFormat 
821-822.pdf127.1 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.