What makes online professional development effective? The effect of quality characteristics on teachers? satisfaction and changes in their professional practices*

被引：22
|
作者：
Meyer, Andre [1 ,4 ]
Kleinknecht, Marc [2 ]
Richter, Dirk [3 ]
机构：
[1] Univ Potsdam, Dept Primary Educ Pedag, Potsdam, Germany
[2] Leuphana Univ Luneburg, Inst Educ Sci, Luneburg, Germany
[3] Univ Potsdam, Dept Educ, Potsdam, Germany
[4] Univ Potsdam, Dept Primary Educ Pedag, Karl Liebknecht Str 24-25, Potsdam, Germany
来源：
COMPUTERS & EDUCATION | 2023年 / 200卷
关键词：
Adult learning; Distance education; Lifelong learning; Media in education; Online learning; Teacher professional development; CONCEPTUAL CHANGE; MISSING-DATA; IMPACT; COLLABORATION; PERCEPTIONS; ELEMENTARY; MODEL;
D O I：
10.1016/j.compedu.2023.104805
中图分类号：
TP39 [计算机的应用];
学科分类号：
081203 ; 0835 ;
摘要：
The number of online professional development (PD) activities for teachers has increased over the past decade. While there is evidence on characteristics of effective face-to-face PD, little is known about the quality of online PD activities. The present study investigates the quality of online PD activities as perceived by teachers, and the association of PD quality with teachers' satisfaction and their changes in practice. The study is based on survey data from N = 387 teachers who participated in a formal online PD activity. Our results indicate high levels of cognitive activation, as well as high clarity and structure of the online PD activity, and moderate levels of collaboration among participants in online PD. While all quality characteristics predict teachers' satisfaction, only cognitive activation and collaboration in online PD predict changes in teachers' professional practices.
引用
收藏
页数：12
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