ONLINE PROFESSIONAL DEVELOPMENT: A LITERATURE REVIEW Tamar AvineriFall 2011EMS 792x

American Federation of Teachers The nation can adopt rigorous standards, set forth a visionary scenario, compile the best research about how students learn, change textbooks and assessment, promote teaching strategies that have been successful with a wide range of students, and change all the other elements involved in systemic reform – but without professional development, school reform and improved achievement for all students will not happen. American Federation of Teachers 2008

Professional Development How do you define professional development? Why should we engage in professional development?

Challenges What are some challenges associated with professional development?

Online Professional Development (OPD) development/?auth_key=01b9adbc10add89a e3fc551c1bd94

OPD Models  Asynchronous  Content/lessons  Discussion boards  Online facilitator/mentor  Individually-guided or self- paced  Synchronous  Videoconference or via web- based tools  Webinars (live, interactive short-courses or talks)  In-person  Summer institutes  Face-to-face workshops/meetings  Online  Asynchronous activities  Synchronous activities Online onlyHybrid/Blended

What does OPD offer?  Convenience and accessibility (“anytime, anywhere”)  Uniform, sustained, continuous training  Online repository of resources (lesson plans, activities, etc.) and best practices  Decreased cost (time and money)  “Real-time, ongoing, work-embedded support” (Dede et al., 2009, as cited in Mackey & Evans, 2011, p. 10)  Opportunities to build “communities of practice” (Lave & Wenger, 1991)  “Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” - Etienne Wenger

Benefits of Communities of Practice (Theory)  Peer interactions  Sharing of reflections and emotions  Sharing of common experiences  Experience sense of camaraderie  Sharing of knowledge  Collaborative exploration of ideas  Combating teacher isolation  Construction of identity (Wenger 1999, as cited in Smith 2003)

Research  Researchers suggest that OPD can be effective if  support is ongoing (both technological and emotional)  interactions between participants are frequent  interactions between participants and facilitator(s) are frequent and meaningful  infrastructure is in place (e.g. access to computers)  participants are motivated and engage actively

Findings  Some studies showed strengths and positive effects of OPD  More effective forum for continuous training and networking than face-to-face PD (Thomas, 2009)  More effective way to learn/effective training method than face-to-face PD (Thomas, 2009)  Allows teachers to participate in coursework they might not otherwise have time for (Ginsburg et al., 2004)  Offers opportunities to find individualized training to meet specific needs (Ginsburg et al., 2004)  Provides opportunities to “integrate experiences as learners and teachers” (Mackey & Evans, 2011, p. 13)

Findings (cont’d)  Other studies showed little or no evidence of improved effectiveness of OPD versus traditional PD.  Donavant, 2009, suggested that OPD be used to complement other PD programs (argument for hybrid model)  Russell et al., 2009, suggested that if designed appropriately, OPD can have very positive effects on teachers’ knowledge, beliefs and practices  Ginsburg et al., 2004, indicated lack of evidence of effectiveness (on OPD sites reviewed)

OPD Program Effectiveness  Effect on teacher attitudes and perceptions  Toward their practice  Toward themselves as learners and educators  Effect on instructional practice  Impact on student learning and outcomes

Implications for Future Research  Further investigation on how online PD affects instructional practice and teacher attitudes and perceptions  Particularly on how design of OPD with focus on fostering communities of practice affects these (Yang & Liu, 2004)  Focus on connection between online PD and effect on student outcomes

References American Federation of Teachers. (2008). Principles for professional development: AFT guidelines for creating professional development programs that make a difference. Washington, D. C.: American Federation of Teachers, AFL-CIO. Donavant, B. W. (2009). The New, Modern Practice of Adult Education: Online Instruction in a Continuing Professional Education Setting. Adult Education Quarterly, 59(3), Ginsburg, A., Gray, T., & Levin, D. (2004). Online Professional Development for Mathematics Teachers: A Strategic Analysis. Washington, DC. Retrieved from Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

References (cont’d) Mackey, J., & Evans, T. (2011). Interconnecting networks of practice for professional learning. International Review of Research in Open and Distance Learning, 12(3), Russell, M., Carey, R., Kleiman, G., & Venable, J. D. (2009). Face-to-face and online professional development for mathematics teachers : A comparative study. Journal of Asynchronous Learning Networks, 13(2), Retrieved from Smith, M. K. (2003). Communities of practice. The encyclopedia of informal Education. Thomas, T. S. (2009). Online vs. face-to-face: Educator opinions on professional development delivery methods. Educational Leadership. ProQuest Dissertations and Theses, Retrieved from Yang, S. C., & Liu, S. F. (2004). Case study of online workshop for the professional development of teachers. Computers in Human Behavior, 20(6),