Using stakeholder feedback to improve online professional development opportunities |
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| Authors: | Rhonda N T Nese Paul Meng Sarah Breiner Erin Chaparro Robert Algozzine |
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| Institution: | 1. Department of Special Education and Clinical Sciences, University of Oregon, Eugene, OR, USA;2. rnese@uoregon.edu;4. Special Education Department, University of Hawai'i at Manoa, Honolulu, HI, USA;5. Educational and Community Supports, University of Oregon, Eugene, OR, USA;6. Department of Educational Leadership, University of North Carolina at Charlotte, Charlotte, NC, USA |
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| Abstract: | AbstractTraditional professional development is often characterized as being expensive, time consuming, and lacking impact. In contrast, online professional development provides greater flexibility and is becoming increasingly popular for school personnel. In this article, we report the process and outcomes of gathering feedback to adapt traditional in-person to online training differentiated for the participants to maximize utility, efficiency, and effectiveness in meeting the needs of key stakeholders. Focus groups were conducted with teachers, administrators, and other specialists to gather feedback on content as well as how online learning modules (OLMs) could be tailored to meet specific school site and team needs. We discuss our findings in the context of continuing efforts to improve general and specific professional development opportunities. |
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| Keywords: | Online learning qualitative methods teacher education |
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