Developing, situating and evaluating effective online professional learning and development: a review of some theoretical and policy frameworks

Title
Developing, situating and evaluating effective online professional learning and development: a review of some theoretical and policy frameworks
Publication Date
2019
Author(s)
Quinn, Frances
( author )
OrcID: https://orcid.org/0000-0002-3144-3416
Email: fquinn@une.edu.au
UNE Id une-id:fquinn
Charteris, Jennifer
( author )
OrcID: https://orcid.org/0000-0002-1554-6730
Email: jcharte5@une.edu.au
UNE Id une-id:jcharte5
Adlington, Rachael
( author )
OrcID: https://orcid.org/0000-0001-8696-2347
Email: radlingt@une.edu.au
UNE Id une-id:radlingt
Rizk, Nadya
( author )
OrcID: https://orcid.org/0000-0003-3422-7687
Email: nrizk3@une.edu.au
UNE Id une-id:nrizk3
Fletcher, Peter
( author )
OrcID: https://orcid.org/0000-0002-6605-471X
Email: pfletch2@une.edu.au
UNE Id une-id:pfletch2
Reyes, Vicente
Parkes, Mitchell
( author )
OrcID: https://orcid.org/0000-0001-7226-023X
Email: mparkes2@une.edu.au
UNE Id une-id:mparkes2
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Springer Netherlands
Place of publication
Netherlands
Replaced by
hdl:null
DOI
10.1007/s13384-018-00297-w
UNE publication id
une:1959.11/26498
Abstract
As we see a ramping-up of online teacher professional learning and development (PLD) offerings, it is becoming increasingly imperative to consider the complexity and nuances of what constitutes effective online teacher PLD, and to be able to plan and evaluate it. There is a need for PLD to be ‘genuinely effective’, but while descriptions of effective teacher PLD abound, effective online teacher PLD is not as clearly articulated. We analyse characterisations of effective PLD and the extent to which they apply to online contexts. We argue that for online PLD to be genuinely effective—relevant, collaborative and future focused—attention must be paid to practice architectures that hold online PLD in place, to technological demands and to how evidence regarding PLD efficacy is generated and collected. To this end, we propose a heuristic framework for planning and evaluating online PLD.
Link
Citation
AER: Australian Educational Researcher, v.46, p. 405-424
ISSN
2210-5328
0311-6999
Start page
405
End page
424

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