ERIC Number: EJ1032754
Record Type: Journal
Publication Date: 2014-Apr
Pages: 3
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0276-928X
EISSN: N/A
Study Shows No Difference in Impact between Online and Face-to-Face Professional Learning. Lessons from Research
Killion, Joellen
Journal of Staff Development, v35 n2 p63-65 Apr 2014
Adopting new curricula presents both a need and an opportunity for professional development to advance teacher content knowledge and instructional practices for achieving curriculum-specific student outcomes. This study examines two modalities of professional development: face-to-face in a summer workshop and online that included two days of face-to-face orientation and subsequent online learning over several months. Extensive analysis of teacher factors and student learning demonstrates no significant differences between modalities.
Descriptors: Faculty Development, Online Courses, Educational Technology, Conventional Instruction, Summer Programs, Workshops, Comparative Analysis, Instructional Effectiveness, Science Instruction, Secondary School Science, Pretests Posttests, Knowledge Level, Self Efficacy, Teacher Competencies, Teacher Attitudes, Science Teachers, Video Technology, Coding, Teaching Methods, Multivariate Analysis, Regression (Statistics), Teacher Characteristics, Attitude Change, Environmental Education
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A