Using Stakeholder Feedback to Improve Online Professional Development Opportunities

Autor/inn/en	Nese, Rhonda N. T.; Meng, Paul; Breiner, Sarah; Chaparro, Erin; Algozzine, Robert
Titel	Using Stakeholder Feedback to Improve Online Professional Development Opportunities
Quelle	52 (2020) 2, S.148-162 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-0818
Schlagwörter	Feedback (Response); Online Courses; Electronic Learning; Professional Development; Problem Solving; Teamwork; Models; School Districts; Elementary School Teachers; Middle School Teachers; School Personnel; School Psychologists; Administrators; Program Effectiveness + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Problemlösen; Analogiemodell; School district; Schulbezirk; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schulpersonal; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	Traditional professional development is often characterized as being expensive, time consuming, and lacking impact. In contrast, online professional development provides greater flexibility and is becoming increasingly popular for school personnel. In this article, we report the process and outcomes of gathering feedback to adapt traditional in-person to online training differentiated for the participants to maximize utility, efficiency, and effectiveness in meeting the needs of key stakeholders. Focus groups were conducted with teachers, administrators, and other specialists to gather feedback on content as well as how online learning modules (OLMs) could be tailored to meet specific school site and team needs. We discuss our findings in the context of continuing efforts to improve general and specific professional development opportunities. [This article was published in "Journal of Research on Technology in Education" (EJ1248803).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11