Exploring Associations Between Participant Online Content Engagement and Outcomes in an Online Professional Development
Online Professional Development (PD) programmes for government school teachers provide benefits of low costs to the administration and flexible schedules for the participants. However, research on the use of technology in PD programmes has reported mixed
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, Vijaya Sherry Chand, Kathan D. Shukla, and Arnab K. Laha
Indian Institute of Management Ahmedabad, Ahmedabad 380015, Gujarat, India [email protected]
Abstract. Online Professional Development (PD) programmes for government school teachers provide benefits of low costs to the administration and flexible schedules for the participants. However, research on the use of technology in PD programmes has reported mixed results, thus warranting further investigation. Exploring the associations between the variation in engagement of and outcomes among the participants may provide insights for future research. The paper presents analysis of pageview logs and survey responses of 6933 participants of an online PD programme. First, four latent online engagement profiles were extracted using mixture modelling. Then, associations between participants’ latent profiles and reported change in self-efficacy beliefs were analyzed. Finally, limitations and implications of the work are presented. Keywords: Online professional development profile analysis Self-efficacy beliefs
Mixture modelling Latent
1 Introduction The benefits of low cost and flexible schedules made it attractive and viable to adopt information technology to facilitate professional development (PD) programmes [1, 2]. The advances in data gathering and analysis, in recent times, provided precise tools to answer the “what works?” question for in-service teacher’s online PD. We present the results of an exploratory study of online learner’s engagement patterns and their association with outcomes within the context of an online professional development programme for teachers. The next section (Sect. 2) provides the background of study viz. teacher professional development programme. Next, we present the method in Sect. 3 and present the findings in Sect. 4. Subsequently, we proceed to discuss these findings in Sect. 5 and highlight the limitations of the work in Sect. 6. Finally, we mention the implications of the study in Sect. 7, followed by the acknowledgment section.
© IFIP International Federation for Information Processing 2020 Published by Springer Nature Switzerland AG 2020 S. K. Sharma et al. (Eds.): TDIT 2020, IFIP AICT 617, pp. 126–136, 2020. https://doi.org/10.1007/978-3-030-64849-7_12
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2 Background Teacher’s PD programmes improve implementation of education policy and student outcomes [3, 4]. Many studies have indicated that improving teacher’s self-efficacy beliefs is a desirable objective for PD programmes [5–8]. Teaching self-efficacy belief is defined as “ the judgement of one’s capabilities to influence student engagement and learning” [9]. Improving teacher’s self-efficacy beliefs is associated with higher student achievement [9–11] and effective classroom practice [12–16]. Facilitating a PD programme for teachers involves huge costs, which can be reduced by adoption of technology. Evaluation studies of technology-based PD have reported mixed results [17–19], warranting additional
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