Article Notice – Online Teacher Professional Development in Canada: A Review of the Research

I mentioned this article in yesterday’s entry entitled [CJLT] New notification from Canadian Journal of Learning and Technology, and I wanted to highlight it specifically today.

Online Teacher Professional Development in Canada: A Review of the Research

Authors

• Pamela Beach, Queen’s University
• Elena Favret, Queen’s University
• Alexandra Minuk, Queen’s University

DOI:

https://doi.org/10.21432/cjlt27948

Keywords:

online learning, teacher professional development, review

ABSTRACT

This paper presents findings from a systematic review of 11 studies examining online teacher professional development (oTPD) in Canada between 2000-2020. A thematic content analysis of the articles led to four main themes associated with research on oTPD: 1. knowledge exchange; 2. reflective practice; 3. multifaceted learning opportunities; and 4. just-in-time support. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the current research trends on oTPD in Canada and highlight the need for continued research in this area. Data from diverse research methods across Canada’s geographical regions can contribute to greater insight into the types of oTPD occurring in Canada and how various platforms and professional development opportunities can best support teachers’ professional learning.

AUTHOR BIOGRAPHIES

Pamela Beach, Queen’s University

Pamela Beach is an Assistant Professor at the Faculty of Education, Queen’s University. Her background as an elementary teacher has influenced her research which centres on the dissemination of research-informed literacy practices. Pamela’s work explores how online and multimedia resources can be used in teacher education and professional development.

Elena Favret, Queen’s University

Elena Favret holds a Master of Education from Queen’s University, where she completed her research on perceptions of oral communication during collaborative learning in elementary classrooms from the perspectives of teachers and speech-language pathologists. Elena’s teaching experience has guided her research and approach to topics including teacher professional development.

Alexandra Minuk, Queen’s University

Alexandra Minuk is a doctoral student at Queen’s University in the Faculty of Education. Her research focuses on the inclusion of students with disabilities and the key variables that influence classroom placement. Alexandra’s background as a special education teacher has shaped how she approaches the study of teacher professional development.

[CJLT] New notification from Canadian Journal of Learning and Technology

See the notice for this new issue of CJLT.

You have a new notification from Canadian Journal of Learning and Technology:

An issue has been published.

Link: https://cjlt.ca/index.php/cjlt/issue/current

CJLT Managing Editor

The actual table of contents is included below.  Note the article about online PD that may be of particular interest.

Vol. 47 No. 2 (2021)

PUBLISHED: 2021-11-24

EDITORIAL

• Sawsen Lakhal, Martha Cleveland-Innes

NOTES

• Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray

  Mark Pegrum, Agnieszka Palalas

ARTICLES

• The Knowledge Building International Project as an Innovative Learning Environment

  Josep Gallifa, Mireia Montané, Sandra Lund, Carme Amorós, Mercè Bernaus, Mercè Gisbert, Francesc Martínez-Olmo

• Computerized Vocabulary Assessment in Children 8-11 Years

  Jean Ecalle, Nicolas Bailloud, Emilie Dujardin, Annie Magnan

• Analysis of Facebook in the Teaching-Learning Process about Mathematics Through Data Science

  Ricardo-Adán Salas-Rueda

• Online Teacher Professional Development in Canada: A Review of the Research

  Pamela Beach, Elena Favret, Alexandra Minuk

• Evaluating Teachers’ Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software

  Constanza Uribe-Banda, Eileen Wood, Alexandra Gottardo, Anne Wade, Rose Iminza, Maina WaGĩokõ

Article Notice – “I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil

I mentioned this article in yesterday’s entry entitled [IRRODL] New notification from The International Review of Research in Open and Distributed Learning, and I wanted to highlight it specifically today.

“I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil

• Felipe Augusto de Mesquita Comelli – Research Group on Public Policies in Education, Metropolitan University of Santos
• Michel da Costa – Research Group on Public Policies in Education, Metropolitan University of Santos
• Elisabeth dos Santos Tavares – Research Group on Public Policies in Education, Metropolitan University of Santos

DOI: https://doi.org/10.19173/irrodl.v23i1.5869

Keywords: affective field, affective fatigue, discursive textual analysis, face-to-face class

Abstract

The COVID-19 pandemic has impacted society in different areas. In education, several reports show the deleterious effects of the disease on the physical and mental health of students, family members, and teachers around the world. Also, in Brazil, affect studies indicate the prevalence of anxiety, stress, and depression among students. The present research, of a qualitative nature, explores what it means, under the lens of affect and from the student’s perspective, to experience remote education during the COVID-19 pandemic. An online questionnaire of 41 closed- and open-ended questions was given to 363 students from a public school in southeastern Brazil. This article analyzes the affective fields that emerged from the discursive textual analysis of the students’ responses (n = 100). Four affective fields were categorized: friends, classes, home, and teachers; intersecting emotions, attitudes, values, beliefs, and motivation. In general, students expressed more negative than positive affect but a positive disposition toward face-to-face classes. Boys focused their affect more on classes, while girls on teachers. The affective fields allow us to consider the friends–home–teachers tripod as fundamental to overcoming the phenomenon of affective fatigue that has been identified.

[IRRODL] New notification from The International Review of Research in Open and Distributed Learning

See the notice for this new issue of IRRODL.

You have a new notification from The International Review of Research in Open and Distributed Learning:

An issue has been published.

Link: http://www.irrodl.org/index.php/irrodl/issue/current

IRRODL Manager

International Review of Research in Open and Distributed Learning (IRRODL)
Athabasca University
1 University Drive
Athabasca, AB T9S 3A3, Canada

irrodlmanager@athabascau.ca

The actual table of contents is included below.  Pay particular attention to the article entitled “I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil, which has a K-12 focus.

Vol. 22 No. 4 (2021)

Full Issue

•  FULL ISSUE

Editorial

• Editorial – Volume 22, Issue 4

  Dietmar Kennepohl

  i-ii

Research Articles

• The Online Learning and Students’ Fear of COVID-19: Study in Malaysia and Pakistan

  Farhat Munir, Aizza Anwar, Daisy Mui Hung Kee

  1-21
• A Construct Revalidation of the Community of Inquiry Survey: Empirical Evidence for a General Factor Under a Bifactor Structure

  Hongwei Yang, Ph.D., Jian Su, Ph.D.

  22-40
• Exploring Open and Distance Learning Reform at the National University of Lesotho: A Managerial Perspective

  Malefetsane Nketekete, Mamoeletsi Limakatso Mojalefa

  41-52
• “I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil

  Felipe Augusto de Mesquita Comelli, Michel da Costa, Elisabeth dos Santos Tavares

  53-71
• The Tensions Between Student Dropout and Flexibility in Learning Design: The Voices of Professors in Open Online Higher Education

  Marlon Xavier, Julio Meneses

  72-88
• University Students’ Persistence With Technology-Mediated Distance Education: A Response to COVID-19 and Beyond in Zimbabwe

  Norman Rudhumbu

  89-108
• Developing Institutional Open Educational Resource Repositories in Vietnam: Opportunities and Challenges

  Vi Truong, Tom Denison, Christian M. Stracke

  109-124
• How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions

  Tannis Morgan, Elizabeth Childs, Christina Hendricks, Michelle Harrison, Irwin DeVries, Rajiv Jhangiani

  125-140

Book Notes

• Book Review: 25 Years of Ed Tech

  S. K. Pulist

  141-145

Technical Notes

• Open For All: The OERu’s Next Generation Digital Learning Ecosystem

  David C. Lane, Claire Goode

  146-163

Literature Reviews

• What We Talk About When We Talk About Virtual Learning Environments

  Michael Flavin, Aditi Bhandari

  164-193

Turkish Online Journal of Distance Education – TOJDE – New Issue Published

I received this notice late in the week.

Dear User, The 2021 issue of Turkish Online Journal of Distance Education is published. You can see it on https://dergipark.org.tr/tr/pub/tojde/issue/65206 Best Regards, Turkish Online Journal of Distance Education

Bu mesajı, DergiPark süreçleri ile olan ilişkiniz nedeniyle almaktasınız. Email almak istemiyorsanız, kullanıcı hesabınıza giriş yaparak tercihlerinizi yönetebilirsiniz: https://dergipark.org.tr/tr/user/update

©2020 DergiPark | Her hakkı saklıdır. İletişim Facebook | Twitter | Instagram

The actual table of contents included:

Cilt: 22 – Sayı: 4

YIL: 2021

Articles

Editoryal

1. FROM THE EDITOR

T.volkan YÜZER

Sayfa: 0-0

 PDF

Araştırma Makalesi

2. COURSE SATISFACTION AND STUDENT ENGAGEMENT IN ONLINE LEARNING AMID COVID-19 PANDEMIC: A STRUCTURAL EQUATION MODEL

Erick T. BALORAN Jenny T. HERNAN Janice S. TAOY

Sayfa: 1-12

 PDF

Araştırma Makalesi

3. ACADEMIC PROCRASTINATION AND PERFORMANCE IN DISTANCE EDUCATION: A CAUSAL-COMPARATIVE STUDY IN AN ONLINE LEARNING ENVIRONMENT

Hasan UCAR Aras BOZKURT Olaf ZAWACKI-RICHTER

Sayfa: 13-23

 PDF

Araştırma Makalesi

4. AN OPEN ONLINE COURSE TO ENHANCE DIGITAL COMPETENCES OF TEACHERS

Bengusu UGUR Selay ARKUN KOCADERE Pinar NUHOGLU KIBAR Fatma BAYRAK

Sayfa: 24-42

 PDF

Araştırma Makalesi

5. QUALITY ASSESSMENT OF ONLINE DISCUSSION FORUMS: CONSTRUCTION AND VALIDATION OF A SCALE THAT VALUES STUDENT PERCEPTION

Alessandro Silva DE OLIVEIRA Matheus Alberto Rodrigues SILVA Dirceu DA SILVA Richardson Coimbra BORGES

Sayfa: 43-57

 PDF

Araştırma Makalesi

6. INNOVATIVE APPROACHES IN DEVELOPMENT OF EDUCATIONAL MATERIALS: A CASE STUDY OF SCIENCE TEACHERS

Munise SECKIN KAPUCU Zeynep YURTSEVEN AVCI Irfan SURAL

Sayfa: 58-81

 PDF

Araştırma Makalesi

7. CRITICAL FACTORS INFLUENCING MOOCS RETENTION: THE MEDIATING ROLE OF INFORMATION TECHNOLOGY

Amin Ullah KHAN  Kashif Ullah KHAN Fouzia ATLAS Sadia AKHTAR Farhan KHAN

Sayfa: 82-101

 PDF

Araştırma Makalesi

8. AN INVESTIGATION OF MATHEMATICS TEACHERS’ EMERGENCY REMOTE TEACHING EXPERIENCES

Ayla ATA BARAN Hakan BARAN

Sayfa: 102-113

 PDF

Araştırma Makalesi

9. INVESTIGATION OF THE ATTITUDES DISTANCE EDUCATION OF THE FACULTY OF SPORT SCIENCE STUDENTS IN THE COVID-19 PERIOD

Yasin KARACA Mehmet ILKIM

Sayfa: 114-129

 PDF

Araştırma Makalesi

10. TELEHEALTH FOR FAMILIES OF CHILDREN WITH SPECIAL NEEDS: EXPERTS’ OPINIONS

Dincer SARAL Seray OLCAY

Sayfa: 130-146

 PDF

Araştırma Makalesi

11. TEACHERS’ ATTITUDES AND OPINIONS ON MATHEMATICS LESSONS CONDUCTED WITH DISTANCE EDUCATION DUE TO COVID-19 PANDEMIC

Baris DEMIR Gul KALELI YILMAZ Hulya SERT CELIK

Sayfa: 147-163

 PDF

Araştırma Makalesi

12. THE DIGITAL DIVIDE AND HIGHER EDUCATION CHALLENGE WITH EMERGENCY ONLINE LEARNING: ANALYSIS OF TWEETS IN THE WAKE OF THE COVID-19 LOCKDOWN

Caroline M. AZIONYA Abyshey NHEDZI

Sayfa: 164-182

 PDF

Araştırma Makalesi

13. IMPLEMENTING FLIPPED CLASSROOM MODEL IN DEVELOPING BASIC LANGUAGE ARTS OF THE FOURTH GRADE STUDENTS

Mehmet Fatih KAYA

Sayfa: 183-211

 PDF

Araştırma Makalesi

14. BARRIERS TO ONLINE LEARNING: ADJUSTING TO THE ‘NEW NORMAL’ IN THE TIME OF COVID-19

Abeer Aidh ALSHWIAH

Sayfa: 212-228

 PDF

Araştırma Makalesi

15. TEACHERS’ SELF-EFFICACY BELIEFS AND OPINIONS ABOUT DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC

Yasemin TAS Selma EMINOGLU Gulsah ATILA Yasemin YILDIZ Ummugulsum BOZKURT

Sayfa: 229-253

 PDF

Araştırma Makalesi

16. VISUALIZATION OF DATA ANALYSIS FOR EVALUATION OF THE LEVEL OF IT-SPECIALISTS COMPETENCIES’ CREATION

Oksana GUSHCHINA Oksana ANIKINA

Sayfa: 254-276

 PDF

Araştırma Makalesi

17. ONLINE COMPONENT CHALLENGES OF A BLENDED LEARNING EXPERIENCE: A COMPREHENSIVE APPROACH

Manal BAYYAT Zainab Helmy ABU MUAILI Lujayn ALDABBAS

Sayfa: 277-294

 PDF

Araştırma Makalesi

18. CO-CREATION APPLIED TO INNOVATION FOR BRANDING ONLINE DISTANCE EDUCATION

Farooq HAQ

Sayfa: 295-306

 PDF

Kitap İncelemesi

19. BOOK REVIEW: TEACHING IN A DIGITAL AGE: GUIDELINES FOR TEACHING AND LEARNING

Mohsen KESHAVARZ

Sayfa: 307-313

 PDF

Kitap İncelemesi

20. BOOK REVIEW: ADOPTION OF DATA ANALYTICS IN HIGHER EDUCATION LEARNING AND TEACHING

Seyda KIR Murat ARTSIN 

Sayfa: 314-317

 PDF

In particular, note the following articles for their K-12 distance, online, and/or blended learning content.

• An Investigation Of Mathematics Teachers’ Emergency Remote Teaching Experiences
• Teachers’ Attitudes And Opinions On Mathematics Lessons Conducted With Distance Education Due To Covid-19 Pandemic
• Implementing Flipped Classroom Model In Developing Basic Language Arts Of The Fourth Grade Students
• Barriers To Online Learning: Adjusting To The ‘New Normal’ In The Time Of Covid-19
• Teachers’ Self-Efficacy Beliefs And Opinions About Distance Education During The Covid-19 Pandemic