ERIC Number: EJ1029265
Record Type: Journal
Publication Date: 2014-Apr
Abstractor: As Provided
Reference Count: N/A
Design Issues for Technology-Enhanced Formal Professional Development
Class, Barbara; Schneider, Daniel K.
Journal of Interactive Learning Research, v25 n2 p161-186 Apr 2014
This research concerns the design, implementation and evaluation of a blended training course for interpreter trainers. Some of the complex issues pertaining to professional development in a rich web-based learner-centered environment are addressed. Findings confirm a socio-constructivist design within which participants developed the expected skills and knowledge specified in the learning outcomes. Faculty, acting as cognitive and practitioner models, viewed this new teaching experience positively. The use of a design-based research approach led to the creation of a new design framework and a set of design rules readily usable in similar adult training contexts. Future research will investigate the consequences of this professional development sequence.
Descriptors: Blended Learning, Professional Training, Instructional Design, Professional Development, Web Based Instruction, Constructivism (Learning), Technology Uses in Education, Teacher Attitudes, Course Evaluation
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: firstname.lastname@example.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Authoring Institution: N/A