在线专业发展跨越机构和边界.
Bart Rienties1, Blazenka Divjak2, Michael Eichhorn3
1Institute of Educational Technology, The Open University, Milton Keynes, UK.
概括
跨机构在线专业发展 (OPD) 提高了教育工作者的知识. 然而,文化差异可能会影响教育工作者如何有效地在实践中应用新技能.
科学领域:
- 教育技术的教育技术
- 跨文化教育 跨文化教育
- 教师专业发展教师专业发展
背景情况:
- 学术教学质量通过专业发展 (PD) 得到提高.
- 混合和在线专业发展 (OPD) 格式已经增加,由COVID-19大流行加速.
- 跨机构和跨国OPD倡议促进教育工作者之间的合作和分享最佳实践.
研究的目的:
- 探索教育工作者对跨机构在线专业发展 (OPD) 的偏好.
- 在跨文化OPD背景下实证研究同行学习的有效性.
- 了解参与跨机构OPD计划的教育工作者的实践经验.
主要方法:
- 采用混合方法的案例研究设计.
- 从三个欧洲国家的86名教育工作者收集了数据.
- 使用前后评估来衡量知识获取.
主要成果:
- 参与者在知识方面取得了相当大的平均收益.
- 在期望,经验和转移学习的意图方面出现了显著的文化差异.
- 跨机构的OPD提供了经济和教育方面的优势.
结论:
- 跨机构在线专业发展 (OPD) 有效地提高了教育工作者的知识.
- 文化背景在学习实践的实施中起着至关重要的作用.
- 需要进一步的研究来解决跨国教育合作中的文化细微差别.
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