Literaturnachweis - Detailanzeige
| Autor/inn/en | Rienties, Bart; Divjak, Blazenka; Eichhorn, Michael; Iniesto, Francisco; Saunders-Smits, Gillian; Svetec, Barbi; Tillmann, Alexander; Zizak, Mirza |
|---|---|
| Titel | Online Professional Development across Institutions and Borders |
| Quelle | In: International Journal of Educational Technology in Higher Education, 20 (2023), Artikel 30 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Rienties, Bart) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| DOI | 10.1186/s41239-023-00399-1 |
| Schlagwörter | Online Courses; Faculty Development; Preferences; Teacher Attitudes; Blended Learning; COVID-19; Pandemics; Teacher Collaboration; Institutional Cooperation; International Cooperation; Foreign Countries; Educational Innovation; Best Practices; Transfer of Training; Intention; Europe |
| Abstract | Professional development (PD) is a key element for enhancing the quality of academic teaching. An increasing number of PD activities have moved to blended and online formats, especially since the COVID-19 pandemic. Due to the desire, potential, and need for collaboration among educators to learn from innovative and best practices, several institutions have started to pool their resources and expertise together and have started to implement cross-institutional and cross-national online professional development (OPD). The questions of what type of a (cross-)institutional OPD educators might prefer, and whether educators learn effectively from (and with) peers in such cross-cultural context have not been adequately explored empirically. In this case-study across three European countries, we explored the lived experiences of 86 educators as a result of a cross-institutional OPD. Using a mixed methods design approach our pre-post findings indicated that, on average, participants made substantial gains in knowledge. In addition, several cultural differences were evident in the expectations and lived experiences in ODP, as well as the intention to transfer what had been learned into one's own practice of action. This study indicates that while substantial economic and pedagogical affordances are provided with cross-institutional OPD, cultural differences in context might impact the extent to which educators implement lessons learned from OPD. (As Provided). |
| Anmerkungen | BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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