Shifting digital, shifting context: (re)considering teacher professional development for online and blended learning in
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Shifting digital, shifting context: (re)considering teacher professional development for online and blended learning in the COVID‑19 era Barbara B. Lockee1 Accepted: 28 September 2020 © Association for Educational Communications and Technology 2020
Abstract This paper is in response to the manuscript entitled, “Improving teacher professional development for online and blended learning: A systematic meta-aggregative review” (Philipsen et al. in Educ Technol Res Dev 67:1145–1174, 2019) from a research perspective. The impact of this study is that it resulted in a guiding framework for teacher professional development (TPD) for online and blended learning (OBL). The basis of this study may be applied to explore the quick shift to digital teaching and learning amidst the COVID-19 pandemic. A potential limitation of the resulting framework in this study is that TPD for OBL needs may currently differ, as teachers are experiencing appreciably different learning and performance contexts related to the mandated shift in professional practice to address continuity of instruction. The application of the methodology in this study combined with quick response research approaches (Quarantelli, in: Stallings (ed) Methods of disaster research, Philadelphia, Xlibris, 2002) could potentially extend the Philipsen et al. (Educ Technol Res Dev 67:1145–1174, 2019) TPD framework to address educator preparation for successful professional practice in online and blended environments in times of crisis. Keywords Teacher professional development · Online and blended learning · Learning and performance context
Study overview In their study, “Improving teacher professional development for online and blended learning: A systematic meta-aggregative review,” Philipsen et al. contribute evidence-based recommendations for teacher professional development (TPD) targeting skills and knowledge related to teaching in online and blended environments (Philipsen et al. 2019). They employed a meta-aggregative review process using qualitative analysis of 15 studies of TPD for online and blended learning (OBL) programs. The outcome of their analyses
* Barbara B. Lockee [email protected] 1
School of Education, Virginia Tech, (MC 0132), Burruss Hall, Suite 330, 800 Drillfield Drive, Blacksburg, VA 24061, USA
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resulted in a set of synthesized findings that were employed to create a framework to guide the preparation of teachers for effective OBL experiences.
Value of study The global shift to digital instruction in the early stages of the COVID-19 pandemic necessitated nearly instantaneous provision of TPD for OBL, as most educators (and students) had little to no experience with these instructional delivery approaches. As such, the Philipsen et al. (2019) study and its resulting framework provide a potential model of inquiry to examine TPD for OBL strategies employed in a crisis context, the outcomes of which might be used to create a similar framework for the after-COVID era (Barnett 2020). In their discussion
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