The impact of online professional development on teaching practice: a case study

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dc.contributor.advisorClark, W. Bruce
dc.contributor.authorChilds, Elizabeth A.
dc.date.accessioned2005-08-16T16:53:29Z
dc.date.available2005-08-16T16:53:29Z
dc.date.issued2004
dc.descriptionBibliography: p. 193-206 (242-245)en
dc.description.abstractThis research investigates one online professional development program for K-12 teachers to determine if it impacted teaching practice. To do so, it employed the traditions of ethnography (Patton, 1990), case study research (Merriam, 1998) and frame and code analysis (Goffman, 1959, 1974) in an attempt to provide a holistic account of the real-life experience of online professional development for online educators. The research methods include the use of digital audio clips to maintain interview authenticity and accuracy. Supported by evidence from the literature of teacher change, teacher professional development, the requirements of online educators and the experiences of the ePD participants, the findings of this research suggest that the ePD program did have an impact on the teaching practice of its participants. This impact was described and interpreted across five frames and their associated codes, which were supported by the literature and validated by the experiences of the interviewees. The frames include: (1) Fundamentals, (2) Change and Impact, (3) Program Design, (4) Implementation and Use, and (5) Learning Culture and Sense of Community. Further, this research suggests that the online teaching and learning environment has different characteristics and possibilities than those previously available in traditional educational settings (Reyes-Mendez et al, 2003). Consequently, as teachers are now being asked to create online learning opportunities for their students (Advisory Committee for Online Learning, 2001), in an environment they are not familiar with (Stein et al. 1999), they will need support in order to develop their own potential for working online. The ePD program offered by the Calgary Board of Education in Alberta, Canada appeared to be a model that attempts to provide this type of support.en
dc.format.extentviii, 245 leaves ; 30 cm.en
dc.identifier.citationChilds, E. A. (2004). The impact of online professional development on teaching practice: a case study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/15631en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/15631
dc.identifier.isbn0612935213en
dc.identifier.lccAC1 .T484 2004 C495en
dc.identifier.urihttp://hdl.handle.net/1880/41410
dc.language.isoeng
dc.publisher.facultyEducation
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.titleThe impact of online professional development on teaching practice: a case study
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 1495 520492012
ucalgary.thesis.additionalcopy370 EDC 2004 CHIen
ucalgary.thesis.notesUARCen
ucalgary.thesis.uarcreleaseyen
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