Update - Anytime/Anywhere - Finding Our Way: Better Understanding the Motivations of Teachers in Online Learning

Update - Anytime/Anywhere - Finding Our Way: Better Understanding the Motivations of Teachers in Online Learning

Kathleen P. King (Fordham University, USA), Frank J. Melia (Fordham University, USA) and Marlene D. Dunham (Howard Everson & Associates, USA)
DOI: 10.4018/jicte.2005100105
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Abstract

Research among K-12 educators participating in six-week online professional development modules of study provides insight into their needs and motivations. Three hundred and twenty-four educators participated in this original research through focus groups and an online survey. The most telling findings indicate four themes regarding teacher online professional development: learner expectations, learner support and access, incentives, and content. Overall, this project illuminates issues that we face in formal education online learning environments as we continue to discover how to best serve educators’ learning needs. This two-step study uses surveys and focus groups to empirically identify critical factors in instructional design and implementation. It benefits from large samples and application of knowledge derived from Group A experiences to Group B.

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