2.4 Teacher professional development in the online environment
2.4.3 Benefits of online professional development
According to Jackson (1999), traditional face-to-face approaches of TPD are not working effectively, as there is a lack of day-to-day support, programmes are not relevant to the context, and it is not flexible regarding the time schedule. Other researchers added that traditional PD courses often fail to address complex and contextual needs of teacher PD (Anderson & Henderson, 2004; Brooks-Young, 2001; DeWert et al., 2003; Hawley & Valli, 1999; McRae et al., 2001). As a result, in this Social Media Technology Age which is emerging, OPD may be able to satisfy teachers’ needs (Dede, Ketelhut, Whitehouse, Breit,
& McCloskey, 2009; Herrington, Herrington, Hoban, & Reid, 2009; Vrasidas & Glass, 2004).
According to Whitehouse et al. (2006), online PD programmes are available to teachers at their work at their convenience and provide just-in-time assistance when needed.
Participants of OPD can participate in PD irrespective of their location as well as continuing working at the same time (Stanford-Bowers, 2008). Moreover, teachers have choices among countless courses in different areas which pique and hold their interest. The learning resources are no longer available for a limited period (Borko, Whitcomb, & Liston, 2009) but also available on demand. OPD offers the participant the opportunity to access readily
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available resources repeatedly. The learner controls the flow of information (Thomas et al., 2012). As noted by Reeves and Pedulla (2011) OPD has eliminated many barriers in training of in-service teachers in terms of access and schedule among others. Online professional development is flexible in terms of accessibility and availability.
Brooks and Gibson (2012) identify three emerging themes across the literature.
These are personalisation, practice-focused and community-based. These themes have the possibility to overcome principal barriers in providing effective teacher learning, focusing on current technologies while at the same time providing space for teachers’ collaboration at both national and international levels in a collegial manner. Teachers have opportunities to engage with scholars as well, which is difficult in a face-to-face approach due to the cost that this could involve.
Web-based learning offers the opportunity for personalised learning to occur.
Learning happens when there is individual investment and the learning outcomes are related to their subject matter (Diaz-Maggioli, 2004; Fullan, Hill, & Crévola, 2006). In a way, “Web 2.0 professional development is more self-paced and a flexibly responsive approach to individual interests and needs” (Fontichiaro, 2008, p. 30). Dede (2006) claimed that tailor- made teachers’ PD using technologies fit their busy schedules by providing support as and when required. Teachers can actively participate in PD activities. They can contribute to knowledge through their reflections, which is not present in face-to-face settings (Dede, Ketelhut, Whitehouse, Breit, & McCloskey, 2009). At the same time their experiences in using online technologies definitely enhance their technological skills.
Online professional development offers the possibility of creating a community of professionals. Teachers can interact in real time with their colleagues locally or remotely.
Compared to computer-based learning, traditional education does not promote cooperative learning (McConnell, 2000). Through cooperative learning, teachers have the opportunity to reflect on their own practices and also those of their colleagues. Windschitl (2002) argues that effective professional development occurs when participants make explicit arguments and reflect on their own practices. The exchange among participants can be ongoing. The sharing of knowledge is a powerful tool to change practices, teachers can adjust or change their own teaching practice using the expertise of their colleagues (Meirink, Meijer &
Verloop, 2007). Online technologies can connect schools to schools, teachers to teachers or
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schools to states. This online space can be vital for teachers to talk about critical issues such as test standardisation (Albers et al., 2016). Thus, educators’ learning can be supported and extended with regard to critical pedagogy and practice through the community of professionals. Teachers can arrange blogging to comment on new work as they proceed with the curriculum content. In a study of students at the University located in the West of England, it was found that they were satisfied with using online tools as a support to build their skills (Moule, Ward & Lockyer, 2010). When they were outside the campus, they communicated with their peers who were on campus using social applications.
Online PD focuses on practice, which includes real-world, authentic tasks and activities directly related to teachers’ professional practices (Vrasidas & Glass, 2004).
Because of Web 2.0 technology, online PD is no longer limited, compared to the period of Web 1.0 where teachers were able to only access resources. Now with Web 2.0 teachers can add knowledge, for example, their experiences or reflections, among others, which are directly connected to their situation. Further, Brooks and Gibson (2012) noted that few teachers have the opportunity to observe their colleagues’ practices, which is useful to them.
Teachers’ learning can be supported by using video, as noted by Brunvand (2010), as it is a way of showing teachers how to act in classroom situations (Sherin & van Es, 2005), in other words, it is a way of linking theory to practice (Wang & Hartley, 2003). While using video, the teacher sees the implementation of the lesson plan rather than just looking at the lesson plan (Sung, 2009). With online PD, teachers can share videos, plans, resources, experiences and discuss among themselves (Whitehouse, 2010). Some OPD programmes, while rare, contain demonstrations of expert teachers in classroom situations (Wang & Hartley, 2003;
Boehm et al., 2012). The content of online professional programmes is flexible. It can be easily updated to remain relevant. Anderson (2002) found that teachers preferred to be trained by other teachers rather than external trainers. In a study, Whitehouse (2010) found that when teachers have the opportunity to access others’ work and have the chance to discuss these activities, it helped them to have confidence in their own ability. Online learning encourages more reflection, intimacy, and community than face-to-face interactions (Miller, 2013). E-learning is not only a learning tool, but also a space where teachers can engage in relevant, purposeful and critical discussion to upgrade their classroom practices.
Teachers have time to reflect on others’ work or experiences. The space is not only to share
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views but also to raise questions which may help in teachers’ transformation, pedagogical support, and strategy sharing (Albers et al., 2016). The content is tailored to the specific needs and interests of teachers, as they may experience the same problems even though the context may not be the same. The solutions can be adapted to the context. Table 2.1 provides a comparison between the emerging professional development and traditional professional development.
Table 2.1: Comparison of traditional professional development and the emerging professional development for teachers
Features of traditional PD Features of the emerging PD
A “fit-in” approach A growth-driven method
Programme ownership is missing between teachers
Programmes are constructed collectively
Top-down decision making Shared decision making
Fixed and untimely delivery mode Varied and timely delivery mode
One-size-fits-all methods Custom-made techniques
Perspective ideas Inquiry-based ideas
Decontextualized programmes Context-specific programmes
Little or no follow-up Adequate support systems
Pedagogical (child-centred) instruction Andragogy (adult-centred) instruction
Lack of proper evaluation Proactive assessment