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ERIC Number: EJ925230
Record Type: Journal
Publication Date: 2011
Pages: 25
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1093-023X
The Effects of Follow-up and Peer Interaction on Quality of Performance and Completion of Online Professional Development
Green, Marybeth; Cifuentes, Lauren
Journal of Interactive Learning Research, v22 n1 p85-109 2011
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. (Contains 7 tables.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas