Teacher professional development for online and blended learning: a systematic review of qualitative data

Brent Philipsen, Jo Tondeur, Natalie Pareja Roblin, Silke Vanslambrouck, Chang Zhu

Research output: Unpublished contribution to conferenceUnpublished paper

Abstract

The rise of the popularity of online and blended learning has led to a vast amount of new teaching and learning possibilities. To fully realise the potential of these possibilities, teacher professional development on how to teach in an online or blended learning environment is needed. In order to address this demand, many teacher professional development strategies are being developed and implemented. However, little is known about which specific components of these strategies are important for effectively supporting teachers to transition to online and blended learning environments, and why this is the case. This study addresses that gap by conducting a systematic review of qualitative studies pertaining to teacher professional development for online and blended learning. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual model of key components of teacher professional development for online and blended learning. These include the need to attend to 1) relating the design components to teachers’ practice, 2) the institutional context, 3) teacher change, 4) the overall goals, 5) teacher professional development strategies, and 6) dissemination and evaluation. Altogether, these findings can guide further research and development efforts concerned with teacher professional development for online and blended learning.
Original languageEnglish
Publication statusPublished - Mar 2016
EventSITE 2016March 21-25, 2016 Society for Information Technology and Teacher Education International Conference - Savannah, GA, USA, United States
Duration: 21 Mar 201625 Mar 2016

Conference

ConferenceSITE 2016March 21-25, 2016 Society for Information Technology and Teacher Education International Conference
Country/TerritoryUnited States
Period21/03/1625/03/16

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