The Impact of Online Professional Development on Teaching Practice: Research Summary and Final Results

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Childs, E. & Crichton, S. (2004). The Impact of Online Professional Development on Teaching Practice: Research Summary and Final Results. In J. Nall & R. Robson (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (pp. 256-263). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/11299.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2004
Washington, DC, USA
2004
ISBN 1-880094-54-1
  Janice Nall & Robby Robson
AACE

More Information on ELEARN
Table of Contents

Authors

Elizabeth Childs, Susan Crichton, University of Calgary, Canada

Abstract

This research investigates one online professional development program for K-12 teachers to determine if it impacted teaching practice. It reports on the findings of the five phased research agenda. This research employed the traditions of ethnography (Patton, 1990), case study research (Merriam, 1998) and frame and code analysis (Goffman, 1959, 1974). The findings of this research suggest that the ePD program did have an impact on the teaching practice of its participants. This impact was described and interpreted across five frames which include: (1) Fundamentals, (2) Change and Impact, (3) Program Design, (4) Implementation and Use, and (5) Learning Culture and Sense of Community.

Keywords

• Change
• Culture
• Professional Development

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