A Proposed Performance-Based System for Teacher Interactive Electronic Continuous Professional Development (TIE-CPD)

A Proposed Performance-Based System for Teacher Interactive Electronic Continuous Professional Development (TIE-CPD)

Rafiza Abdul Razak (Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia), Farrah Dina Yusop (Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia), Aizal Yusrina Idris (Yanbu University College, Yanbu Al-Sinaiyah, Saudi Arabia) and Siti Hajar Halili (Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia)
DOI: 10.4018/IJWLTT.2016100103
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Abstract

The paper introduces Teacher Interactive Electronic Continuous Professional Development (TIE-CPD), an online interactive training system. The framework and methodology of TIE-CPD are designed with functionalities comparable with existing e-training systems. The system design and development literature offers several methodology and framework examples. In the process of designing an e-training system, other system designs may be referenced to provide an overview of the framework and methodology for TIE-CPD. The proposed system are primarily intended to facilitate acceptance and use of electronic training environments for teachers across a broad range of nations. The main function of such a system is to provide a training system for teacher use in enhancing competency, professionalism, skill, and knowledge. A continuing development program based on this system can be interactively conducted online and accessed from anywhere. Thus, online training programs can be improved consistently and the cost in terms of both money and labor for such programs can be reduced.
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2. Features Of E-Training

Using appropriate electronic tools, e-training can assist trainees in accessing a system anywhere and at anytime. Such a system can encourage trainees to conduct independent study in an interactive, flexible, and non-linear manner, permitting individuals to control the pace of their training (Batalla-Busquets & Martínez-Arguelles, 2014; Hamid, Yusof, Ijab et al., 2008; Park, Son, & Kim, 2012; Ramayah, Ahmad & Hong, 2012; Wijakkanalan, Wijakkanalan, Suwannoi et al., 2013). Indirectly, web-based training may increase the speed of learning, decrease barriers, dispersal over a geographical range, and reducing costs of knowledge sharing (Chatzoglou, Sarigiannidis, Vraimaki et al., 2009; Mooghali & Mirghaderi, 2012). In addition to being cost-effective and flexible, implementation of e-training contemplates four advantages: (1) freedom to decide when each online lesson will be learned, (2) lack of dependence on time constraints, (3) freedom to express thoughts, and (4) accessibility to a course’s online materials (Ramayah et al., 2012).

Both individual educators and organizations could reap benefits from well-planned training, as asserted by Buckley & Caple (2009). Individual educators virtually-trained via e-training are likely to be digitally equipped, innovative, and capable of making intensive use of information technology, resulting in sequentially-produced highly-qualified human resources who gain integral job satisfaction by competently accomplishing tasks thereby achieving career enhancement and promotion. In addition to organizational activities, productivity-oriented and performance-oriented activities increase with shorter learning time; at the same time, reducing the time for costly training through e-training could serve as a mechanism for organizations in recording and identifying employees’ training needs and priorities and employee evaluation (Batalla-Busquets & Martínez-Arguelles, 2014). This may help organizations to outline appropriate and achievable training goals in designing e-training programs that fulfill employees’ needs and increase their interest and motivation (Chatzoglou et al., 2009).

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