Online vs face-to-face: educator opinions on professional development delivery methods

Show simple item record

dc.contributor Benson, Angela D.
dc.contributor Lewis, Timothy D.
dc.contributor Newton, Rose Mary
dc.contributor Wright, Vivian H.
dc.contributor.advisor Rice, Margaret L.
dc.contributor.author Thomas, Teresa Scruggs
dc.date.accessioned 2017-02-28T22:27:13Z
dc.date.available 2017-02-28T22:27:13Z
dc.date.issued 2010
dc.identifier.other u0015_0000001_0000289
dc.identifier.other Thomas_alatus_0004D_10274
dc.identifier.uri https://ir.ua.edu/handle/123456789/795
dc.description Electronic Thesis or Dissertation
dc.description.abstract The purpose of this study was to assess teacher perceptions regarding the effectiveness of online courses as a delivery method for professional development. Participants were divided into two groups, educators who have participated in and now teach professional development courses online (instructors) and educators who have participated in the instructors' online professional development classes (online participants). Additionally, the study explored the rationale for professional development and the need for a revolution in the methods of delivery for professional development. The focus was on the opinions of instructors and online participants regarding the ability of online professional development to address this change. Results indicated an overall positive perception of online professional development by both groups. Instructors and online participants with more years of teaching experience were found to have a more positive perception of the effectiveness of online professional development. They also prefer to teach/participate in online professional development over face-to-face professional development. Additionally, online participants who had participated in the largest number of online courses responded more positively that their teaching methodology had changed due to the courses they had taken. The ability to work anytime and the ability to work from any Internet accessible computer were selected by the majority of both groups as factors that influence teaching/taking online professional development courses and as benefits of online professional development. The majority of both groups selected slow Internet and lack of face-to-face interaction as the barriers to online professional development. Future research should focus on several areas related to the effectiveness of online professional development, including the effect of the quality of the online professional development content and design on educator learning. Comparing the design of online professional development courses to traditional courses would allow for expansion of this topic. Another area for future investigation might focus on the effects of online professional development on the participating educator's students. The true litmus test for any professional development is its ability to improve student learning.
dc.format.extent 154 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational leadership
dc.title Online vs face-to-face: educator opinions on professional development delivery methods
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DSpace


Browse

My Account