Who Needs What: Recommendations for Designing Effective Online Professional Development for Computer Science Teachers

Engagement Patterns of Participants in an Online Professional Development Programme: An Application of Mixture Modelling

“…We infer that age, gender and educational background seems to have some association with time spent on viewing content online. These findings are in accordance with previous studies which found that different participants interact differently in a professional development programme based on prior experience and educational background [18,19]. Although we do not see any significant change in work experience, age is correlated to work experience.…”

“…Studies which evaluated impact of technology-based PD on teachers have reported either no-significant difference [15] or positive results [16,17]. Similar to MOOCs, researchers have been investigating teacher's level of engagement in technology-based PDs and found influence of teacher's prior knowledge and experience [18,19]. Our study intends to identify groups of teachers with similar learning practices and determine if any of participant's covariates (age, gender, work experience and educational background) are associated to their engagement with the online PD course.…”

Effective design of massive open online courses for mathematics teachers to support their professional learning

“…In particular, Herrington et al (2009) found that teachers succeeded in implementing new pedagogical strategies when they felt supported by an online community. Findings from Qian et al (2018) led to three recommendations for designing online PD: (1) use activities that match teachers' background knowledge and experiences, (2) align activities with curricula, and (3) use motivational design to enhance teachers' engagement. Furthermore, Powell and Bodur (2019) found six features to be critical for teachers' online engagement: relevancy, authenticity, usefulness, collaboration and interaction, reflection, and context.…”

Innovating teachers’ professional learning through digital technologies

“…Research on teachers' online learning has relied on a diversity of methodological approaches, but many gaps remain in the area. Existing studies tend to suggest that the principles and features that enhance the effectiveness of traditional professional development can also guide the design and assessment of online teacher professional learning (Vuorikari, 2018[13]; Prestridge and Tondeur, 2015 [18]; Philipsen et al, 2019 [19]). While the type and features of technology (e.g.…”