Vernier Graphical Analysis™ Pro - Dec2022

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Self-Directed Online Professional Development Collection


7 items

This series of research articles look at various theories, support strategies and interaction desired by adults completing self-directed e-PD

Elementary Middle School High School

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Resources in “Self-Directed Online Professional Development” Collection

Title Resource Type

Harlen, Doubler (2004). This research looked at which features of online or f2f learning strategies best support learning inquiry. Hands-on at a distrance rated very high.

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Russell, Kleiman, Carey, Douglas (2009). Looked at online PD for 231 initial middle level math teachers and which levels of scaffolding and interaction were most important (learner-learner, learner-instructor, learner-content).

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Sherman, Byers (2008). Found significant gains in teacher self-efficacy and learning for middle level teachers completing self-directed e-PD modules for 2 out of 3 school districts (blended PD district did not find sig. gains).

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Krall, Straley, Shafer & Osborn (2009). Looked at self-directed online learning using kits and inquiry at a distance. Significant gains in learning and compared with components of support most preferred.

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Rhode (2009). Looked at learner preferences collected via interviews for 10 adults in self-paced online PD as part of a 1 year certificate program. Some learners prefer learner-instructor, learner-content over learner-learner interaction.

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Asbell-Clarke, Rowe (2007). Review of 40 online science courses across 6 institutions. Finds hands-on omitted at a distrance, as well as learning objects. Rich instructor facilitated discussion mainstay of interaction method for learning.

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del Valle and Duffy article (2009). Cluster analysis revealed mastery oriented, task-focused, and minimalist adult learners. Years experience significantly larger in Mastery oriented learners.

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