Understanding the Mechanisms Driving Effectiveness in Blended Continuous Professional Development in Rwanda

• In Event: Digital Learning Modalities

Proposal

This study delves into the role of blended Continuous Professional Development (CPD) in enhancing the skills and competencies of educational leaders in Rwanda. As highlighted in the conference theme, technological advancements are reshaping education, necessitating innovative approaches like blended learning to bridge the digital divide. Moreover, such blended CPD programs hold potential for cost-effectiveness. In line with Rwanda’s vision to transition into a knowledge-based economy by 2050, the integration of Information and Communication Technologies (ICTs) in education is seen as a pivotal step toward achieving this goal. The study, therefore, unpacks the mechanisms that make blended CPD effective in the context of Rwanda.
The study underscores the limitations of traditional professional development approaches, which have been criticized for their one-size-fits-all methodology that often fails to accommodate the diverse needs of educators, particularly in low- and middle-income countries (LMICs) (Guskey & Yoon, 2009). Traditional CPD typically focuses on in-person training sessions that are resource-intensive and often inaccessible to a broader audience due to logistical constraints such as time, travel, and financial costs. This inadequacy is particularly pronounced in LMICs like Rwanda, where educational leaders face significant challenges, including limited resources, inadequate infrastructure, and restricted access to CPD opportunities (Hardman et al., 2009). Blended CPD, which combines in-person and online learning components, offers a promising alternative by providing greater flexibility, personalization, and accessibility, thereby addressing these challenges more effectively.
This study examines two blended CPD programs for educational leaders in Rwanda, implemented with multiple cohorts beginning in 2023. The first CPD program is a Diploma course in Effective School Leadership which aims to equip Headteachers and Deputy Headteachers with the necessary knowledge, competencies and values to foster school environments that enhance student achievement. The second CPD program is a Certificate course in Educational Mentorship and Coaching designed to develop the abilities of School-Based Mentors in coordinating and facilitating school-based CPD activities. The blended design of both CPD programs is based on the flipped classroom model, which inverts traditional teaching methods by delivering instructional content online outside of the classroom, allowing for more interactive and participatory learning activities during in-person sessions (Vaughan et al., 2013). This approach is complemented by active participatory learning strategies during in-person sessions that encourage continuous engagement and reflection, ensuring that learning is not only retained but also applied effectively in practice (Graham et al., 2013).
To investigate the mechanisms driving the effectiveness of these blended CPD programs, the study employs a mixed-methods approach. Integrating qualitative interviews with six facilitators and quantitative data from pre- and post-Knowledge, Attitudes, and Practices (KAP) surveys. The surveys assess participants' learning outcomes at the start and end of the Blended Learning Onboarding Course and PD programmes, involving 922 participants from two cohorts in 2023 and 2024.
The study’s findings reveal seven key mechanisms that highlight the effectiveness and nuances of blended CPD in the Rwandan context. Mechanism 1 focuses on the flexibility of learning time, illustrating how blended learning allows participants to engage with course materials at their own pace and convenience. Mechanism 2 explores increased contact and personalized support between facilitators and participants, facilitated by the blended modality. Mechanism 3 delves into active learning, describing how the flipped classroom model enhances engagement and skill development. Mechanism 4 addresses the digital literacy skills of participants, crucial for navigating the blended learning environment. Mechanism 5 discusses the changing roles of facilitators, emphasizing their shift from traditional to blended CPD facilitation. Mechanism 6 explores the use of data for monitoring and support, highlighting the role of learning analytics in enhancing participant engagement and retention. Finally, Mechanism 7 examines the fidelity of implementation, ensuring the consistent delivery of the CPD programs as intended across various cohorts. Together, these mechanisms provide a comprehensive analysis of the blended CPD programs, offering insights into their impact on professional development in Rwanda.
The analysis also identifies several areas where improvements could be made to enhance the effectiveness of blended CPD further. One such area is the provision of ongoing technical support for both facilitators and participants. While the study demonstrates the potential of blended CPD to overcome some of the barriers associated with traditional CPD, it also reveals that unequal access to devices, limited ICT literacy and unreliable internet connectivity remain significant challenges, particularly in rural and underserved areas.
The advantages of blended CPD on the educational landscape in Rwanda hold potential for the scalability and sustainability of professional development in the country. The paper emphasizes that the scalability of the blended CPD model is facilitated by its flexibility and cost-effectiveness, making it an attractive option for widespread implementation if access barriers are adequately addressed. Furthermore, the access to data analytics allows for iterative program adaptations and improvements.
In conclusion, the findings suggest that blended learning approaches can effectively address the challenges of traditional PD, particularly in LMICs like Rwanda, where access to quality professional development opportunities remains a significant barrier to educational improvement. However, the study also emphasizes that the success of blended CPD depends on careful planning, design, and implementation, as well as a commitment to addressing the ongoing challenges related to ICT access.

Authors

• Loran Pieck, VVOB - education for development

• Irenee Ndayambaje, University of Rwanda-College of Education

• Jocelyne Cyiza Kirezi, VVOB - education for development