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.

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Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 22, Issue 1, 2011
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JILR

Authors

Marybeth Green, Texas A&M Kingsville`, United States; Lauren Cifuentes, Texas A&M, United States

Abstract

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.

Keywords

• Training
• eLearning
• Interaction
• Learning Outcomes
• Professional Development

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