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ERIC Number: ED514129
Record Type: Non-Journal
Publication Date: 2010
Pages: 376
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-9983-8
A Multiple-Case Study on the Impact of Teacher Professional Development for Online Teaching on Face-to-Face Classroom Teaching Practices
Parra, Julia Lynn
ProQuest LLC, Ed.D. Dissertation, Pepperdine University
Today's teachers need preparation, support, and professional development to help them change their curriculum and teaching practices. One area of potential for this preparation, support, and professional development is currently being evidenced in the field of online teaching and learning. In preparing teachers for teaching online, research suggests that not only are they learning to teach online, but also that they are changing their face-to-face teaching practices to meet the needs of today's students (Lowes, 2007). Thus, professional development for online teaching and learning is an innovative solution that can help bridge the widening gap between digital immigrant educators and digital native students and leveling the educational playing field in this flat world. Previous research, in the area of professional development for online teaching is limited to the suggestion that it may have a positive effect on face-to-face teaching practices" (Lowes, 2007, p. 38). The purpose of this qualitative multiple-case study was to understand and describe the changes that teachers experience as a result of teacher professional development for online teaching and learning as well as to identify the elements of the professional development that are necessary in supporting these changes. Key findings from this study included impact on teachers in face-to-face classrooms and the elements of professional development identified as important for this impact. Professional development for online teaching and learning as provided by the Online Teaching and Learning Opportunities (OTLO) program impacted teachers and their face-to-face practices in the overarching areas of thinking and attitude; personal uses of technology; professional uses of technology; and uses of technology and technology-based instruction in face-to-face teaching practices. The elements of professional development for online teaching and learning that were identified as important in helping teachers make changes, included the blended approach of face-to-face workshops and online workshops (called webinars in the OTLO program); the development of a supportive, encouraging, welcoming community of professionals at different levels of experience; the use of strategies such as exposure, demonstrating, modeling, mentoring, the uses of examples, hands-on use of technology, and immersion; and the online course development process including the peer review process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A