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| Auteurs principaux: | , |
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| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
2008
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| Sujets: | |
| Accès en ligne: | https://eric.ed.gov/?id=EJ797349 |
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| _version_ | 1867181623732076544 |
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| author | Green, Marybeth Cifuentes, Lauren |
| author_facet | Green, Marybeth Cifuentes, Lauren Green, Marybeth Cifuentes, Lauren |
| collection | Education Resources Information Center |
| contents | An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development Green, Marybeth Cifuentes, Lauren Control Groups Research Design Interaction Workshops Library Services Professional Development Peer Relationship Librarians Librarian Attitudes High Stakes Tests Intervention School Libraries Educational Technology Computer Mediated Communication Distance Education Interprofessional Relationship Statistical Analysis In this study we examined the effects of online follow-up and online peer interaction following a face-to face professional development workshop on attitudes towards that professional development and completion of a professional development task. School librarians were invited to work online on a three page plan outlining interventions a library program would undertake to address student weaknesses on the state mandated test. The study used a posttest-only control group experimental design with randomly assigned self-selected participants. Three online environments were compared: (a) an environment that provided Follow-up with Peer Interaction, (b) one that provided Follow-up without Peer Interaction, and (c) a control environment that provided a traditional post workshop environment with Only Solicited Follow-up/No Peer Interaction. Online follow-up with or without peer interaction positively affected attitudes towards the professional development program. In addition, online Follow-up with Peer Interaction increased the likelihood of completion of the professional development task. No difference was found between the completion rates for participants in the follow-up group that did not have peer interaction and those in the Only Solicited Follow-up/No Peer Interaction. environment. Our findings indicate that teacher educators are well advised to provide online Follow-up with Peer Interaction in their professional development programs. (Contains 5 tables.) |
| format | Recurso educativo Open Access |
| id | eric_EJ797349 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2008 |
| record_format | eric |
| spellingShingle | An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development Green, Marybeth Cifuentes, Lauren Control Groups Research Design Interaction Workshops Library Services Professional Development Peer Relationship Librarians Librarian Attitudes High Stakes Tests Intervention School Libraries Educational Technology Computer Mediated Communication Distance Education Interprofessional Relationship Statistical Analysis An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development Green, Marybeth Cifuentes, Lauren Control Groups Research Design Interaction Workshops Library Services Professional Development Peer Relationship Librarians Librarian Attitudes High Stakes Tests Intervention School Libraries Educational Technology Computer Mediated Communication Distance Education Interprofessional Relationship Statistical Analysis In this study we examined the effects of online follow-up and online peer interaction following a face-to face professional development workshop on attitudes towards that professional development and completion of a professional development task. School librarians were invited to work online on a three page plan outlining interventions a library program would undertake to address student weaknesses on the state mandated test. The study used a posttest-only control group experimental design with randomly assigned self-selected participants. Three online environments were compared: (a) an environment that provided Follow-up with Peer Interaction, (b) one that provided Follow-up without Peer Interaction, and (c) a control environment that provided a traditional post workshop environment with Only Solicited Follow-up/No Peer Interaction. Online follow-up with or without peer interaction positively affected attitudes towards the professional development program. In addition, online Follow-up with Peer Interaction increased the likelihood of completion of the professional development task. No difference was found between the completion rates for participants in the follow-up group that did not have peer interaction and those in the Only Solicited Follow-up/No Peer Interaction. environment. Our findings indicate that teacher educators are well advised to provide online Follow-up with Peer Interaction in their professional development programs. (Contains 5 tables.) |
| title | An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development |
| topic | Control Groups Research Design Interaction Workshops Library Services Professional Development Peer Relationship Librarians Librarian Attitudes High Stakes Tests Intervention School Libraries Educational Technology Computer Mediated Communication Distance Education Interprofessional Relationship Statistical Analysis |
| url | https://eric.ed.gov/?id=EJ797349 |