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|Title:||Comparative Study of High-Quality Professional Development for High School Biology in a Face-to-Face vs Online Delivery Mode|
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Yoon, S., Miller, K., Richman, T., Wendel, D., Schoenfeld, I., & Anderson, E. (2020). Comparative Study of High-Quality Professional Development for High School Biology in a Face-to-Face vs Online Delivery Mode. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 1839-1846). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Online professional development (PD) can support broader accessibility than traditional face-to-face PD. However online delivery presents challenges for known characteristics of high-quality PD, such as collaborative knowledge building and community development, that have proven positive outcomes in face-to-face modes. To date, there have been few comparative studies that demonstrate equivalent outcomes when activities have been translated from a successful face-to-face implementation to an online format. This study investigates whether online PD can achieve the same impact for high school biology teachers and students using computer-supported complex systems curriculum and instruction. We articulate changes in design decisions to accommodate the online mode and measure impact on teachers’ perceptions of their experiences and student outcomes. The results show positive teacher perceptions in both PD formats and roughly equal student outcomes. However, teachers articulated other benefits to online activities that indicate opportunities for improved access to high-quality PD.|
|Appears in Collections:||ICLS 2020|
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