Online Professional Development for Online Educators: Does it Change Teaching Practice?
PROCEEDINGS
Elizabeth Childs, Susan Crichton, University of Calgary, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Phoenix, Arizona, USA ISBN 978-1-880094-50-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
This paper is intended to promote understanding about effective online professional development interventions used to build the capacity of teachers as online educators, as well as examine the potential impact that online professional development might have on teaching practice. This research reports on a case study of an online professional development (ePD) program offered by Innovative Learning Services, a program within the Calgary Board of Education. This research highlights the experiences of 352 educators who have taken part in this program over the last three years. The initial research findings, based on interviews with program developers and a survey of program participants, will be presented with respect to the impact the ePD program had on teaching practice in hybrid or online environments.
Citation
Childs, E. & Crichton, S. (2003). Online Professional Development for Online Educators: Does it Change Teaching Practice?. In A. Rossett (Ed.), Proceedings of E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 178-181). Phoenix, Arizona, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 7, 2021 from https://www.learntechlib.org/primary/p/14912/.
© 2003 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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The Impact of Online Professional Development on Teaching Practice: Research Summary and Final Results
Elizabeth Childs & Susan Crichton, University of Calgary, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 256–263
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