Completion, Time-in-Intervention, and Movement: Relationships Between Dimensions of Participation in Online Teacher Professional Development and Knowledge Growth

• In Event: Impacts of Technology-Based Professional Development

Abstract

We examine the effects of participation in a self-paced, online teacher professional development (oTPD) program to support the implementation of the GlobalEd 2 problem-based curriculum. We report on the effects on self-reported teacher knowledge as a result of the oTPD program as mediated by three participatory dimensions that were captured via digital interaction logfiles: course completion, time-in-intervention, and movement between the training curriculum. The results indicate that time-in-intervention is consistently positively related to teacher knowledge gains. However, the completion status of teachers in an oTPD program was not a significant predictor. In addition, deviation from curricular sequence was negatively related to teacher knowledge gains. These findings suggest that multiple participatory measures might be valuable in analyzing oTPD efficacy.

Authors

• Jeremy Riel, University of Illinois at Chicago

• Kimberly A. Lawless, University of Illinois at Chicago

• Scott W. Brown, University of Connecticut