Comparing quality and engagement in face‐to‐face and online teacher professional development

IF 6.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Educational Technology Pub Date : 2024-05-13 DOI:10.1111/bjet.13480

Nina Mulaimović, Eric Richter, Rebecca Lazarides, Dirk Richter

{"title":"Comparing quality and engagement in face‐to‐face and online teacher professional development","authors":"Nina Mulaimović, Eric Richter, Rebecca Lazarides, Dirk Richter","doi":"10.1111/bjet.13480","DOIUrl":null,"url":null,"abstract":"In order for teachers to successfully gain new knowledge during professional development (PD), courses must be of high quality and stimulate active involvement from participants. More and more PD courses are taking place online, without clear evidence of whether face‐to‐face and online courses differ in terms of their quality or level of participants' engagement. The present study investigates differences between face‐to‐face and online PD with respect to certain quality characteristics: clarity and structure, cognitive activation, collaboration and practical relevance, as well as participants' behavioural, cognitive and affective engagement. The study is based on 2210 teachers from Germany who participated in 1 of 137 face‐to‐face or 54 online PD courses. Although participants rated face‐to‐face and online courses very positively regarding all quality characteristics and engagement dimensions, they evaluated online courses slightly less favourably compared to face‐to‐face courses. Implications for practice and research are derived to help ensure high‐quality PD offerings in the future.Practitioner notesWhat is already known about this topic Face‐to‐face and online PD have the potential to be similarly effective. PD quality and participants' engagement can be assumed to be predictors of PD effectiveness. PD quality contains clarity and structure, cognitive activation, collaboration and practical relevance. Engagement is a three‐dimensional construct composed of behavioural, cognitive and affective components. What this paper adds PD quality was rated very positively for online and face‐to‐face courses. Participants rated the quality of online PD lower compared to face‐to‐face PD. Participants rated their engagement in online PD lower compared to face‐to‐face PD. Implications for practice and/or policy PD format should always be chosen with which a higher benefit can be achieved. Quality assurance should take place before PD is conducted. ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"19 1","pages":""},"PeriodicalIF":6.7000,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1111/bjet.13480","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

In order for teachers to successfully gain new knowledge during professional development (PD), courses must be of high quality and stimulate active involvement from participants. More and more PD courses are taking place online, without clear evidence of whether face‐to‐face and online courses differ in terms of their quality or level of participants' engagement. The present study investigates differences between face‐to‐face and online PD with respect to certain quality characteristics: clarity and structure, cognitive activation, collaboration and practical relevance, as well as participants' behavioural, cognitive and affective engagement. The study is based on 2210 teachers from Germany who participated in 1 of 137 face‐to‐face or 54 online PD courses. Although participants rated face‐to‐face and online courses very positively regarding all quality characteristics and engagement dimensions, they evaluated online courses slightly less favourably compared to face‐to‐face courses. Implications for practice and research are derived to help ensure high‐quality PD offerings in the future.

Practitioner notesWhat is already known about this topic

Face‐to‐face and online PD have the potential to be similarly effective.

PD quality and participants' engagement can be assumed to be predictors of PD effectiveness.

PD quality contains clarity and structure, cognitive activation, collaboration and practical relevance.

Engagement is a three‐dimensional construct composed of behavioural, cognitive and affective components.

What this paper adds

PD quality was rated very positively for online and face‐to‐face courses.

Participants rated the quality of online PD lower compared to face‐to‐face PD.

Participants rated their engagement in online PD lower compared to face‐to‐face PD.

Implications for practice and/or policy

PD format should always be chosen with which a higher benefit can be achieved.

Quality assurance should take place before PD is conducted.

查看原文本刊更多论文

比较面对面和在线教师专业发展的质量和参与度

为了让教师在专业发展（PD）过程中成功地获得新知识，课程必须是高质量的，并能激发参与者的积极参与。越来越多的教师专业发展课程在网上进行，但没有明确的证据表明面对面课程和网上课程在质量或参与者参与程度方面是否存在差异。本研究调查了面授课程和在线课程在某些质量特征方面的差异：清晰度和结构、认知激活、协作和实际相关性，以及参与者的行为、认知和情感参与度。这项研究的对象是德国的 2210 名教师，他们分别参加了 137 门面授课程或 54 门在线培训课程中的一门。尽管参与者对面授课程和在线课程的所有质量特征和参与度都给予了非常积极的评价，但与面授课程相比，他们对在线课程的评价略低。本专题的已知信息面对面和在线教学有可能具有类似的效果。可以认为，PD 的质量和参与者的参与度是 PD 效果的预测因素。课程质量包括清晰度和结构、认知激活、协作和实际相关性。参与度是一个由行为、认知和情感组成的三维结构。本文的补充内容在线和面对面课程的教学质量都得到了非常积极的评价。与面对面教学相比，学员对在线教学质量的评价较低。与面对面授课相比，学员对在线授课的参与度评价较低。对实践和/或政策的启示应始终选择能实现更高收益的培优形式。在进行实践指导之前，应确保质量。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

15.60

自引率

4.50%

发文量

111

期刊介绍： BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.