Successful design and delivery of online professional development for teachers: A systematic review of the literature. (June 2021)

• Record Type: Journal Article
• Authors: Bragg, Leicha A.; Walsh, Chris; Heyeres, Marion
• Is Part Of: Computers & education. Volume 166(2021)
• Publication Date: 2021-06
• Subjects: Online professional development -- Online teacher professional learning -- Design elements -- Systematic review -- Teacher learning; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2021.104158
• Languages: English
• ISSNs: 0360-1315

Abstract

Abstract: The growth in online professional development opportunities for teachers, due to the COVID-19 pandemic, prompts us to question what the most effective practices of facilitating professional development online are and what design elements of online professional development (OPD) programs improve teachers' content and pedagogical content knowledge (PCK). These questions are critical to the successful design and delivery of OPD for teachers. To date, there is no systematic review that provides answers to these questions. Hence, this review presents a synthesis of 11 studies that systematically examine experimental and observational studies that tested or evaluated formal OPD programs for teachers. Eight studies were quantitative and three were mixed methods detailing evidence of teachers' OPD program effectiveness, including design elements, that lead to teachers' improved: content knowledge; PCK; beliefs about teaching; self-efficacy; and instructional practices. Design elements identified included a focus on learner supports, further acquisition or development of PCK, engagement, flexibility, individual difference in learners and learning styles, practical learning activities, reflection, relevance and application of knowledge and skills. The analysis uncovers a primary issue that few available publications of teachers' OPD are strong methodologically. This systematic review's findings report on design elements that lead to effective OPD learning experiences for teachers. Highlights: In light of COVID-19, this timely review provides a rationale for design elements linked to positive OPD program outcomes. Teacher's PCK and learner satisfaction can be achieved through productive design elements incorporated into an OPD program. This systematic review of teacher OPD highlights a lack of methodologically strong designs in existing research studies. Reporting on structured learner supports offered to participants during OPD was inconsistent and lacking depth and detail.