Abstract

This study examined the pedagogy of three online teacher professional development (oTPD) modules. Evidence of design features oriented to the how people learn framework was the primary research objective. An analytic framework was devised to code knowledge types, levels of cognitive demand, levels of interaction, and sensory details in the learning architecture of each module. All three online modules showed a didactic pedagogy (show and tell) rather than a constructivist one (teaching for understanding). Module content emphasized declarative types of knowledge (facts and concepts), and lower levels of cognitive demand (remember and understanding). The interaction pattern of two modules was largely passive, reflecting a limited level of learner participation, control, productivity, and creativity of experience. A third module, developed after research on the other two, provided learners with more guided and self-initiated interaction. Sensory design of the modules was the most well-developed and supportive of learner engagement. The study confirmed the need for more research on design principles and strategies to support constructivist principles in oTPD modules.

Citation

Roskos, K., Jarosewich, T., Lenhart, L. & Collins, L. (2007). Design of online teacher professional development in a statewide Reading First professional development system. Internet and Higher Education, 10(3), 173-183. Elsevier Ltd. Retrieved July 20, 2019 from https://www.learntechlib.org/p/102602/.

Keywords

• Cognitive Processes
• Computer Assisted Instruction
• Constructivism (Learning)
• Conventional Instruction
• Course Content
• Courseware
• Curriculum Research
• educational technology
• instructional design
• interaction
• Learning Modalities
• online courses
• online teaching
• pedagogy
• professional development
• Reading Programs
• Reading Teachers
• Research Needs
• Web Based Instruction
• web-based instruction