An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development

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Green, M. & Cifuentes, L. (2008). An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development. Journal of Technology and Teacher Education, 16(3), 283-306. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24334.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 16, Issue 3, July 2008
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Authors

Marybeth Green, University of Texas at San Antonio, USA; Lauren Cifuentes, Texas A&M University, USA

Abstract

In this study we examined the effects of online follow-up and online peer interaction following a face-to face professional development workshop on attitudes towards that professional development and completion of a professional development task. School librarians were invited to work online on a three page plan outlining interventions a library program would undertake to address student weaknesses on the state mandated test. The study used a posttest-only control group experimental design with randomly assigned self-selected participants. Three online environments were compared: (a) an environment that provided Follow-up with Peer Interaction, (b) one that provided Follow-up without Peer Interaction, and (c) a control environment that provided a traditional post workshop environment with Only Solicited Follow-up/No Peer Interaction. Online follow-up with or without peer interaction positively affected attitudes towards the professional development program. In addition, online Follow-up with Peer Interaction increased the likelihood of completion of the professional development task. No difference was found between the completion rates for participants in the follow-up group that did not have peer interaction and those in the Only Solicited Follow-up/No Peer Interaction. environment. Our findings indicate that teacher educators are well advised to provide online Follow-up with Peer Interaction in their professional development programs.

Keywords

• Attitudes
• Distance Education
• eLearning
• Interaction
• Professional Development

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