Log in

Relevant bibliographies by topics / Online professional development of pedagogues / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Online professional development of pedagogues.

Dissertations / Theses on the topic 'Online professional development of pedagogues'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Online professional development of pedagogues.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Boyarko, Maria A. "ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1242052734.

Full text

Abstract:

Thesis (Ph.D.)--Kent State University, 2009.<br>Title from PDF t.p. (viewed Jan. 22, 2010). Advisor: Steven L. Turner. Keywords: Online professional development. Includes bibliographical references (p. 191-197).

APA, Harvard, Vancouver, ISO, and other styles

2

Hall, Amber M. "PE Central: A Possible Online Professional Development Tool." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4401.

Full text

Abstract:

Bringing about positive teacher change in physical education is often a slow process not supported by traditional professional development practices. The purpose of this study was (a) to assess the usage and satisfaction with the online site PE Central and (b) to ascertain whether PE Central constitutes a valid source of professional development leading to changes in teaching practices and student learning outcomes. Participants (45 pre-service and 288 in-service teachers) completed an online survey assessing the effects of using PE Central on their perceptions of usage, satisfaction, professi

APA, Harvard, Vancouver, ISO, and other styles

3

Theodocion, Kelley E. "Middle School Educators' Perceptions of Online Professional Development." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1006.

Full text

Abstract:

Numerous researchers have investigated distance education in postsecondary settings, but there is a paucity of research regarding the design and delivery of online professional development for K-12 educators. The goal of this mixed methods sequential exploratory study was to examine attitudes of middle grades educators toward an online professional development course held for teachers employed by one suburban school district in the southeast region of the United States. The theoretical framework is Knowles's theory of adult education (andragogy). The research questions addressed perceptions of

APA, Harvard, Vancouver, ISO, and other styles

4

Watkins, Amy L. "Facilitating Sustainable Professional Development Programs| A Phenomenological Study of the Use of Online Professional Development." Thesis, Manhattanville College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13865370.

Full text

Abstract:

<p> This study focused on the motivation of K-12 teachers to participate in district online professional development and to sustain the knowledge or skills learned. This study identified how teachers in a suburban school district, located in the Hudson Valley region of New York state, evaluated the online professional development they received and the extent to which their learning continued beyond the initial training. Through a phenomenological study, data indicated several factors motivated teachers to participate in online professional development; the primary motivator was the relevance o

APA, Harvard, Vancouver, ISO, and other styles

5

Smith, Kara N. "Online Teacher Professional Development: The Importance of Training to Deliver PD Online." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1949.

Full text

Abstract:

Thesis advisor: Joseph Pedulla<br>The most recent reauthorization of the Elementary and Secondary Education Act, the No Child Left Behind Act, focuses on the continued importance of teacher professional development. There are a great deal of challenges involved with delivering high-quality teacher professional development to all teachers, however, such as time, geography, and available resources. Online professional development is emerging in the literature as a viable alternative to traditional face-to-face online professional development. With the recent emergence of such a trend, however, v

APA, Harvard, Vancouver, ISO, and other styles

6

Ganza, William John. "The Impact of Online Professional Development on Online Teaching in Higher Education." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/345.

Full text

Abstract:

This study explored the impact a professional development program (Online Professor Certificate Program, OPCP) had on teaching online in higher education— specifically, the impact on faculty members’ teaching presence. The conceptual and theoretical model utilized the community of inquiry framework and both critical theory and transformational learning theory. This case study used data from various sources, including questionnaires, content analysis, and interviews. The overall results indicate that the OPCP had some impact on teaching presence, but not as much as anticipated. The study found

APA, Harvard, Vancouver, ISO, and other styles

7

Hirtz, Janine Renee Marie. "Teacher professional development and communities of practice." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2802.

Full text

Abstract:

The larger research project seeks to examine the role of technology and factors that influence its overall use and efficacy in supporting a community of teachers engaged in professional development. This thesis examines factors that appear to influence teacher participation in the online community of practice engaging in an overarching research project conducted by Dr. Balcaen and a team from UBC O Faculty of Education and funded by the Southern Alberta Professional Development Consortium (SAPDC). The two groups are acting in partnership for supporting and sustaining communities of practice in

APA, Harvard, Vancouver, ISO, and other styles

8

Kale, Ugur. "Online communication patterns in a teacher professional development program." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3277966.

Full text

Abstract:

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Technology, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3813. Adviser: Thomas Brush. Title from dissertation home page (viewed Apr. 30, 2008).

APA, Harvard, Vancouver, ISO, and other styles

9

Ateskan, Armagan. "Online Professional Development Program For Science Teachers: A Case Study." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609557/index.pdf.

Full text

Abstract:

The aim of this study was to investigate science teachers&rsquo<br>perceptions about the online teacher professional development (oTPD) program. The research study included two consecutive steps. The first step was related to the design of the oTPD program. With the help of related literature, examples of oTPD programs and expert opinions, an oTPD program was designed. In the second step, ten of the alumni of Bilkent University Graduate School of Education Biology Teacher Education Program participated in a ten week oTPD program. The program consisted of instructional activities such as readin

APA, Harvard, Vancouver, ISO, and other styles

10

Kelley, Marilin Annie. "Teachers' Reflection on Inquiry-Oriented Instruction in Online Professional Development." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/101847.

Full text

Abstract:

In light of the expansion of student-centered instructional approaches in mathematics education and a brightening spotlight on virtual teacher supports, I look to Inquiry-Oriented Instruction (IOI) and explore how instructors reflect on and plan for their implementation of IOI in online professional development. I focus specifically on two teachers' comments on their implementation of IOI materials covering Abstract Algebra topics in online work groups developed to support teachers in implementing IOI. I analyze both reflection and enactment through the components of IOI characterized through

APA, Harvard, Vancouver, ISO, and other styles

11

Jones, Tracey. "FLOTE-ing and sinking: Teacher participation in online professional development." Thesis, Jones, Tracey (2012) FLOTE-ing and sinking: Teacher participation in online professional development. Professional Doctorate thesis, Murdoch University, 2012. https://researchrepository.murdoch.edu.au/id/eprint/15320/.

Full text

Abstract:

This study examines the engagement of two groups of teachers, in successive years, with an online professional development program designed to support teachers in facilitating the learning of languages other than English. The study examines the factors that impacted the teachers’ ability to engage with the FLOTE online professional development programme. In particular, the study identifies what aspects of the programme encouraged or supported teachers, and what aspects hindered teachers. It also examines the impact of personal factors on the capacity of teachers to be successful in completing

APA, Harvard, Vancouver, ISO, and other styles

12

Edwards, Tracy R. "Examining the impact of online professional development on teacher practice." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721802.

Full text

Abstract:

<p>The purpose of the research was to explore the experiences of a group of 3 ELA teachers as they participated in online professional development using a social learning network. Utilizing case study methodology, the researcher examined how an online social learning network could be used to impact instructional practices amongst ELA teachers participating in hybrid professional development during implementation of a writing curriculum. Employing social constructivism as the dominant framework for analysis, the researcher explored the extent to which professional development delivered online c

APA, Harvard, Vancouver, ISO, and other styles

13

Alqarni, Ali Suwayid. "MOTIVATIONAL FACTORS AMONG SAUDI TEACHERS AND SUPERVISORS IN USING ONLINE PROFESSIONAL DEVELOPMENT." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1241.

Full text

Abstract:

The study investigated the motivational factors among Saudi teachers and supervisors in using online professional development OPD in the Makkah School District. The motivational factors are convenience, collaboration, and technology. Quantitative design, which includes descriptive and comparative approaches, was was utilized to address the research questions. The selection of the sample, 421 participants, was also discussed and a description of the sample with respect to the demographic variables, including gender, position, level of degree, and teaching experience were given. After collec

APA, Harvard, Vancouver, ISO, and other styles

14

HARPER, ROBERT E. Jr. "An Investigation into the Professional Development Needs of Urban Principals and Their Perceptions of the Potential of Online Professional Development." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212161808.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Livengood, Kimberly K. "Mentors' perceptions of the effectiveness of the components and technological venues implemented in online teacher induction programs for novice teachers." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4763.

Full text

Abstract:

This descriptive study provided a synthesis of the form, structure, activity and relationship components utilized by online teacher induction programs designed to support novice teachers. Mentors involved in online teacher induction programs responded to an online questionnaire. The perceptions of 51 mentors involved in 36 online teacher induction programs in 16 states and one country in addition to the United States were examined to determine the effectiveness of components incorporated. A synthesis of the technological venues utilized was provided through a statistical analysis of the mentor

APA, Harvard, Vancouver, ISO, and other styles

16

Ascetta, Kate Elisabeth. "The Features of Effective Online Professional Development for Early Childhood Educators." Thesis, University of Oregon, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608077.

Full text

Abstract:

<p> The purpose of this current study was to examine the effect of a preschool teacher intervention around the use self-monitoring and the online learning modules. The interventions were delivered online using: online learning modules that provided exemplars of the operationally defined instructional language supports. The study included 12 Head Start classrooms, with 21 lead and assistant teachers who were randomly assigned to one of two treatment conditions: (a) graphed feedback based on self-reported data, or (b) written feedback based on performance data from videos. An experimental resear

APA, Harvard, Vancouver, ISO, and other styles

17

Reushle, Shirley. "Inquiry into a transformative approach to professional development for online educators." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001494/.

Full text

Abstract:

This study investigates professional development for online educators within a transformative learning framework. A qualitative, action research method was adopted that captured data from interactions between the researcher and participants, and which allowed the generation of theory that could guide future design efforts. The project was conducted online from Australia during 2002 and 2003 with two groups of participants drawn from a Singapore polytechnic. Data were analysed utilising content analysis of transcripts, interviews, and observations, with the researcher being an active participan

APA, Harvard, Vancouver, ISO, and other styles

18

Ascetta, Kate. "The Features of Effective Online Professional Development for Early Childhood Educators." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23113.

Full text

Abstract:

The purpose of this current study was to examine the effect of a preschool teacher intervention around the use self-monitoring and the online learning modules. The interventions were delivered online using: online learning modules that provided exemplars of the operationally defined instructional language supports. The study included 12 Head Start classrooms, with 21 lead and assistant teachers who were randomly assigned to one of two treatment conditions: (a) graphed feedback based on self-reported data, or (b) written feedback based on performance data from videos. An experimental research d

APA, Harvard, Vancouver, ISO, and other styles

19

Price, J. Michelle. "An Investigation into the Development of a Professional Online Identity through aProfessional Development Course." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1375717573.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

McDermott, Anne Patricia. "Internet delivery mechanisms for the continuing professional development of the marine engineer." Thesis, University of Plymouth, 2002. http://hdl.handle.net/10026.1/2210.

Full text

Abstract:

Recent advances in communications technologies enable access to the Internet from anywhere in the world. This has generated interest, demand and research into methods of using and enhancing this technology to deliver Continuing Professional Development (CPD). This research examines issues relevant to the electronic delivery of professional updating to marine engineers in a pro-active manner locating the learner at the centre of the CPD process. Educational theories including experiential learning, andragogy, constructivism and Laurillard's conversational framework are investigated and the impo

APA, Harvard, Vancouver, ISO, and other styles

21

Porter, Lauren. "Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503302413050821.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Andreou, Andreas M. "Teacher Professional Development in an online Learning Environment : An Action Research Project." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504767.

Full text

Abstract:

Various reports from the European Union and UNESCO consider teacher professional development (TPD) as the first priority in educational reform plans. The same reports emphasise the inadequacies of current teacher professional development programmes to meet the immediate demands of the lifelong learning policies and educational reforms. The case of Cyprus reflects the European and global situation in that matter. This study explores an alternative way for ongoing teacher professional development through the power and flexibility of the Internet. It situates teacher professional development with

APA, Harvard, Vancouver, ISO, and other styles

23

Tull, Susan Pamela Benjie Cornah. "Enabling e-learning professional development through a blended community of online practice." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/10157.

Full text

Abstract:

Communities of practice that occur naturally within an organisation enable the members to learn through participation in practice together (Lave & Wenger, 1991). However, when a community lacks expertise in 21st century practices, learning these skills through shared practice becomes difficult. E-learning is often marketed as if the tools were easy to adopt and adapt, but effective professional development is required to support educators in learning to employ e-learning tools in their practice. Research shows that effective professional development is timely, relevant, flexible, and often col

APA, Harvard, Vancouver, ISO, and other styles

24

Susilowati, Kristin. "A study of reflection in online continuing professional development courses in education." Thesis, University of the West of Scotland, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446037.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Hwu, Shih-Hsung. "Concerns and professional development needs of university faculty in adopting online learning." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13129.

Full text

Abstract:

Doctor of Philosophy<br>Curriculum and Instruction<br>Rosemary Talab<br>The purpose of this mixed methods study was to explore concerns and professional development needs of faculty at the University Alaska Fairbanks (UAF) on the adoption of online learning (OL). This study was also in response to Title 24 of the Alaska Statute’s Recommendation #3, which required sufficient faculty training in distance education technologies for teaching UAF distance courses. This study utilized the Concerns Based Adoption Model (CBAM) as its theoretical framework. A mixed methods design was used to address

APA, Harvard, Vancouver, ISO, and other styles

26

Lopez, J. "Impact of an online EdD programme on personal development and professional practices." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3009510/.

Full text

Abstract:

A professional doctorate in education degree (EdD) is a degree where students contextualize professional knowledge into a “theoretical academic framework” (Quality Assurance Agency, 2015, p. 8). This study’s context is a 100% online EdD programme in the United Kingdom (UK) comprised of students throughout the world. Because online EdD programmes are relatively new, limited knowledge exists about the online EdD phenomenon from the students’ perspectives. In effect, the student voice about the online EdD is nearly absent in the literature but should be considered. How to fulfil the primary aim o

APA, Harvard, Vancouver, ISO, and other styles

27

Arnold, Amy Joan. "Constructing Guidelines for Practicing Professionals Teaching Continuing Professional Development in Online Environments." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99054.

Full text

Abstract:

Professionals called upon to design and deliver online professional development face unique challenges in fulfilling those roles when they may have little or no training experience within the online medium. Using research-based recommendations from the literature via a design and development methodology, this study operationalizes findings into Gilbert's (1978) Behavior Engineering Model to create guidelines for designing and delivering continuing professional development within the online medium. An expert review serves to validate and lead the revision process for the guidelines. This study

APA, Harvard, Vancouver, ISO, and other styles

28

Huang, Dinglei. "Unpacking Mathematics Teacher Educators’ Decision Making When Designing Online Professional Development Programs." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500050423009789.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Goerke, Leah Flores. "A Summative Program Evaluation of Online and Hybrid Military Professional Development Courses." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3161.

Full text

Abstract:

Instructors at a U.S. Military School transitioned traditional courses used for professional development (PD) of military and civilian personnel to fully online and hybrid formats that combine online and face-to-face instruction. No evaluation of student satisfaction or instructor experiences during the transition has been conducted. The purpose of this sequential mixed methods summative program evaluation was to evaluate hybrid and online delivery of 2 PD courses by analyzing student satisfaction data and instructor experiences. This study was grounded in Knowles, Holton, and Swanson's adult

APA, Harvard, Vancouver, ISO, and other styles

30

Pete, Elizabeth. "Online Training Impact on Adjunct Faculty Compliance and Satisfaction With Professional Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2041.

Full text

Abstract:

The problem addressed by this project study was low levels of adjunct faculty compliance and satisfaction with the professional development program at a local college. The purpose of the study was to determine if an alternative delivery method would yield higher levels of compliance and satisfaction than would a traditional professional development workshop. The guiding research question was whether an alternative delivery method would yield higher levels of compliance and satisfaction than a traditional professional development workshop. The theoretical base included andragogy, self-directed

APA, Harvard, Vancouver, ISO, and other styles

31

Sari, Eunice R. "Teacher professional development in an online learning community : a case study in Indonesia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/470.

Full text

Abstract:

Over the past decade the rapid pace of technological innovation has changed the knowledge-based society and gradually changed the way teaching and learning are conducted (Hargreaves, 2003). Teachers are increasingly viewed as not only the knowledge providers, but also the facilitators of a learning process. These changes have been difficult for teachers to adapt to, requiring substantial amounts of professional development. In Indonesia, the government has continually developed a number of strategic education policies and implemented various pathways to improve the professionalism of teachers.

APA, Harvard, Vancouver, ISO, and other styles

32

Rasmussen, Clay L. "A Causal-Comparative Model For The Examination Of An Online Teacher Professional Development Program For An Elementary Agricultural Literacy Curriculum." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/94.

Full text

Abstract:

The purpose of this study was to determine the effectiveness of a teacher professional development program as measured by the extent that participants have continued to use lessons and materials up to three years after the professional development experience. The professional development program was delivered online and structured by five key characteristics of effective professional development. Sixty-five participants of Food, Land, and People (FLP) professional development completed an online survey answering certain demographic variables and indicating the number of lessons and activities

APA, Harvard, Vancouver, ISO, and other styles

33

Canuel, Michael Joseph. "Modeling Social Constructivist Methodologies in Professional Development for Online Teachers| A Narrative Inquiry." Thesis, Northcentral University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746027.

Full text

Abstract:

<p> Teachers who are called upon to teach in a virtual high school environment require preparation and support as well as an effective professional development process to help them adapt to a different educational dynamic. The virtual school reality demands that educators do more than transfer traditional classroom pedagogy and learn the various functionalities of the technologies utilized in the delivery process. Research shows that conventional professional development programs have had limited effectiveness in altering teachers’ classroom practice especially for online educators, and

APA, Harvard, Vancouver, ISO, and other styles

34

Lenzo, Terri Brown. "Online Professional Development in Preschool Settings: Music Education Training for Early Childhood Generalists." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416315624.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Roy, Mamta. "Teacher Preparation and Professional Development: Competencies and Skill Sets for the Online Classroom." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1445878181.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Lugar, Debbie Jean. "Identifying Professional Development Needs of High School Teachers Tasked with Online Course Design." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3457.

Full text

Abstract:

To satisfy demand for online learning opportunities at the high school level, 3 school districts in the northeast United States established a consortium to share resources to develop and deliver online courses. High school teachers who volunteered to develop courses for the consortium attempted the task without previous training in online course design and facilitation. High school students enrolled in the courses often did not successfully complete them, which obstructed the mission of the consortium. The purpose of this qualitative single critical case study was to explore teachers' experien

APA, Harvard, Vancouver, ISO, and other styles

37

Duncan-Howell, Jennifer. "Online communities of practice and their role in the professional development of teachers." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16512/1/Jennifer_Duncan-Howell_Thesis.pdf.

Full text

Abstract:

Teachers are required to constantly change their pedagogy throughout their career, either in response to new theoretical approaches or new technological innovations. It is a profession that is characterised by dynamism and constantly strives to advance its practices to improve outcomes in student learning. However, current professional development programs are seen to be failing to meet the needs of the teachers, students and education policy. Research has shown (Huberman, 1995; Richardson, 1990), there has been little discernible change in teaching practice from current professional develo

APA, Harvard, Vancouver, ISO, and other styles

38

Duncan-Howell, Jennifer. "Online communities of practice and their role in the professional development of teachers." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16512/.

Full text

Abstract:

Teachers are required to constantly change their pedagogy throughout their career, either in response to new theoretical approaches or new technological innovations. It is a profession that is characterised by dynamism and constantly strives to advance its practices to improve outcomes in student learning. However, current professional development programs are seen to be failing to meet the needs of the teachers, students and education policy. Research has shown (Huberman, 1995; Richardson, 1990), there has been little discernible change in teaching practice from current professional develo

APA, Harvard, Vancouver, ISO, and other styles

39

Green, Mary Elizabeth. "An investigation of online environments supporting follow-up to professional development for Texas school librarians." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3214.

Full text

Abstract:

At the beginning of the 2004-2005 school year, school librarians participated in a face-to-face workshop during in-service training. The workshop dealt with the process of creating a TAKS Support Plan, a plan for the library to remediate deficiencies on the TAKS at their school. At the conclusion of the workshop, school librarians were given the opportunity to participate in an eight-week online follow-up course that supported implementation of in-service themes. The purpose of this study was to examine the effects of online follow-up and collaboration on participant attitudes, quality of cour

APA, Harvard, Vancouver, ISO, and other styles

40

Caron, Jeanette. "Virtual insights : the design, development and evaluation of a strategy for online communication in teacher professional development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ47751.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Brooks, Diane Barbara. "To go from murkiness to clarity: How do course members perceive the teacher’s role in an online learning environment?" Thesis, University of Canterbury. Languages and Arts in Education, 2010. http://hdl.handle.net/10092/4203.

Full text

Abstract:

The advent of the internet has changed the mode of delivery for many courses in the tertiary sector and courses are now offered in an online learning environment with variable success. There has been a range of studies concerning online learning however there is little research about the role of information technologies in promoting professional learning for teaching practitioners. Initially courses were posted online using the resources from a face-to-face course for the course members to download. Now the capabilities of the internet allow for a range of technologies to be used to enhance th

APA, Harvard, Vancouver, ISO, and other styles

42

Davis, G. Scott. "Customer satisfaction for professional Services Group, Inc. development of an online customer satisfaction survey /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003davisg.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Kerl, Mary Ann. "Online Professional Development for College Faculty to Support Dyslexic Students| A Multiple Case Study." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975404.

Full text

Abstract:

<p>The topic for this study was online professional development for college composition teachers that may help support dyslexic learners. Two populations samples, both impacted by the problem, were chosen for this qualitative multiple case study. The populations were college composition faculty and college dyslexic learners or graduates. The samples were collected from composition instructors at East Central University in Ada, Oklahoma, and people with dyslexia living in the U.S. The dyslexic participants needed a formal diagnosis of dyslexia and either were in college, or had some college, or

APA, Harvard, Vancouver, ISO, and other styles

44

Stevison, Melinda. "A Confirmation Factor Analysis of Teaching Presence Within the Florida Online Reading Professional Development Program." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2320.

Full text

Abstract:

The Community of Inquiry model provides a framework for recognizing and evaluating interpersonal behaviors in online educational settings. One of its three components, teaching presence (TP), describes those behaviors that are under the auspices of the online instructor. By examining these interactions and behaviors through the theoretical lens provided by teaching presence, and by measuring them with the Teaching Presence Scale (TPS), it may be possible to gain greater understanding of the practices employed most effectively by online instructors. This dissertation describes the background, t

APA, Harvard, Vancouver, ISO, and other styles

45

Morrow, Revonda G. "Interactivity in an Online Learning Environment: A Case Study of Participant Experience in Professional Development." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/367435.

Full text

Abstract:

The role of interactivity in learning is seen as important to the processing of content and the creation of new understandings. Whether this interactivity is viewed as internal interaction with the content by individuals or a broader socio-cultural concept of interaction among others, interactivity is seen as critical to learning. What has not been so clearly defined, however, are the ways that interactivity functions for individuals and groups whose learning is increasingly taking place outside the traditional face-to-face methods, supported and managed by information and communication techno

APA, Harvard, Vancouver, ISO, and other styles

46

EIFERT-MANGINE, MARSHA A. "COMPARING LEARNING AND SATISFACTION WITH CONTINUING EDUCATION OF PHYSICAL THERAPISTS USING TRADITIONAL AND ONLINE FORMATS." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1163603071.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Erixon, Eva-Lena. "Matematiklärares kompetensutveckling online : policy, diskurs och meningsskapande." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-55447.

Full text

Abstract:

Different forms of professional development online are becoming increasingly common for teachers and the aim of the thesis is to contribute knowledge about online professional development for mathematics teachers and the relationship between professional development, educational policy, and mathematics teaching practice. In the thesis, professional development refers to organized professional development in terms of university courses. The thesis consists of four studies, each of which has been presented in the form of an article. The four studies together explore transnational and national po

APA, Harvard, Vancouver, ISO, and other styles

48

Byers, Albert S. "Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three–Six." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/40430.

Full text

Abstract:

Stagnant student achievement in science education in the United States has placed an increased emphasis on teacher professional development. Since many elementary educators could benefit from improved science content knowledgeâ and given the challenge of providing this at a level scalable and sustainable through face-to-face delivery aloneâ this study sought to understand what types of online self-directed content-interaction strategies are of greatest learner satisfaction and provide the highest learning impact for teachers in grades three–six. Employing Anderson's Equivalency of Interactio

APA, Harvard, Vancouver, ISO, and other styles

49

Plummer, Elizabeth. "A survey of preK-12, university and adult online language educators’ background, experiences, training and challenges." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6249.

Full text

Abstract:

This study focused on investigating the background, experiences, challenges and training of current online language teachers. An online survey was sent and completed by a total of 264 current online language teachers consisting of a total of 40 questions. Findings show online language teachers are highly experienced in face-to-face classrooms as reported by their years of experience and level of their advanced degrees but typically have less than five years of experience teaching online. They also teach in a variety of contexts including grade levels from early childhood education to adult edu

APA, Harvard, Vancouver, ISO, and other styles

50

Sahr, Sarah. "A Quantitative Look at the Perceived Effectiveness of Online Professional Development in English Language Teaching." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076367.

Full text

Abstract:

<p> At the turn of the 21st century, researchers quickly recognized the lack of online professional development (OPD) research in English language teaching (ELT) and started asking for more inquiry into the effectiveness of online professional learning. This study adds quantitative data analysis to the body of research regarding OPD and strengthens the claim that proper use of OPD in the ELT community mirrors traditional face-to-face professional development effectiveness in classroom instruction and teacher confidence. This study examines ELT educators' perceived effectiveness of professional

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!