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: SITE.
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
Society for Information Technology & Teacher Education  Chesapeake, VA

More Information on JTATE

Authors

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

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

References

1. Abdal-Haqq , I . (1996) . Mak ing t ime for teacher pro fess iona l deve lopmen t . (ERIC Documen t Reproduc t ion Serv ice No . ED400259)
2. Bradley , H . (1991) . Staff deve lopmen T. London: Falmer Press .
3. Coalit ion for Evidence-Based Practice . (2003) . Iden t i fy ing and imp lemen ting educa t iona l practices supported by rigorous evidence: A user friendly guide. Retrieved March 30, 2006, from http://www.excelgov.org/evidence
4. Cohen J . (1977) . S ta t is t ica l power ana lys is for the behav iora l sc iences (Rev . Ed .) . New York , Academic Press .
5. Lieberman , A . (1995) . Practices that support teacher development . Phi Delta Kappan , 76(8) , 591-596 .
6. Sprague , D . (2006) . Research agenda for online teacher professional development . Journa l o f Techno logy and Teacher Educa t ion , 14(4) , 657661 .

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