The Effects of Follow-up and Peer Interaction on Quality of Performance and Completion of Online Professional Development
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Green, M. & Cifuentes, L. (2011). The Effects of Follow-up and Peer Interaction on Quality of Performance and Completion of Online Professional Development. Journal of Interactive Learning Research, 22(1), 85-109. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31382.
Journal of Interactive Learning Research
Volume 22, Issue 1, 2011
Association for the Advancement of Computing in Education (AACE) Chesapeake, VA
More Information on JILR
This study examined the effects of the inclusion of online follow-up and online peer interaction with a face-to face workshop on quality of support plan and completion of a support plan by Texas school librarians. 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 and no peer interaction. 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 environment. No difference was also found in the quality of plan among the three groups. Our findings indicate that teacher educators are well advised to provide online follow-up with peer interaction in their professional development programs.
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