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Going virtual 2010 final

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Going Virtual! 2010: The Status of Professional Development and Unique Needs of K12 Online Teachers, presented at Virtual School Symposium, Nov. 2010, Glendale, AZ

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Going virtual 2010 final

  1. 1. Introductions
  2. 2. Lisa Dawley, Ph.D. Professor and Chair Kerry Rice, Ed.D. Assistant Professor and Associate Chair Going Virtual! 2010 The Status of Professional Development and Unique Needs of K- 12 Online Teachers http://ow.ly/3aHwu
  3. 3. Going Virtual! Research Series • Who delivered/received PD? • When and how PD was delivered? • Content and sequence of PD? 2007: The Status of Professional Development • Amount of PD? • Preferred delivery format? • Most important topics for PD? 2008: Unique Needs and Challenges • Program evaluations • Complexities of measuring “effectiveness” 2009: Effective Professional Development of K-12 Online Teachers • Revisit questions from 2007 & 2008 • What PD have you had? What do you need? 2010: The Status of Professional Development and Unique Needs of K12 Online Teachers
  4. 4. Poll
  5. 5. Going Virtual! Research Series PhaseI:2007 258 Respondents •167 K-12 online teachers •61 Administrators •14 Trainers Over 40 virtual schools and online programs Over 30 states PhaseII:2008 884 K-12 Online Teachers •727 virtual schools •99 supplemental programs •54 brick and mortar online programs Over 60 virtual schools and online programs Over 30 states PhaseIII:2009 2 Programs •1 Virtual Charter •1 Supplemental Program GoingVirtual:2010 830 K-12 Online Teachers 417 Virtual School 318 Supplemental 81 Blended 12 Brick N Mortar Over 50 virtual schools and online programs Over 40 states & 24 countries Descriptive Evaluative
  6. 6. Demographics • Teachers highly experienced – 99% credentialed – 60% Master’s degree+ • 12% of new online teachers have never taught f-2-f • Boundaries are blurring
  7. 7. PD in Online Instruction • 25% of brand new online teachers received no training • Most common type: – ongoing training (81%) – workshops (77%) • Who provides? – workplace (94%) – university (30%) • University training – 43% of teachers with 6+ years experience – 12% of brand new teachers
  8. 8. Preferred PD • #1 Fully online facilitated (53%) • #2 Workshops (49%) • Grad courses appeal to teachers with 0-10 years experience (30- 39%) • Grad courses least appeal to teachers with 10+ years experience (56%).
  9. 9. Personal Learning Networks • #1 Facebook for personal learning (n=29) • 52% received training in use of social networks for PD • 25% want additional training in the use of social networks to support personal learning
  10. 10. Favorite learning network?
  11. 11. Comments?
  12. 12. Topics Covered in PD Highest rated, current: • 93% LMS training • 90% Communication technologies • 86% field of online teaching Highest rated, needed: • Foundations: Psychology of online learning, 44% • Facilitation: Meeting needs of students with disabilities, 64% • Design: Design tools, 40% • Design: Instructional design, 43%
  13. 13. Foundations
  14. 14. Facilitation Strategies
  15. 15. Technology Tools
  16. 16. Online Design
  17. 17. Etiquette, Behavior & Assessment
  18. 18. Comments on training topics?
  19. 19. Training Needs • Brand new online teachers – Working with students with disabilities in the online classroom (57%) – Managing groups and online collaboration (52%) – Instructional design of online learning (53%)
  20. 20. Training Needs • 1-5 Years Online Teaching Experience – The area of design, including instructional design principles (46%) – Design tools (41%) – Design of syllabi (38%)
  21. 21. Training Needs • 6+ Years of Online Teaching Experience – Psychology of online learning (41%) – Promoting student autonomy (35%) – Student readiness (34%)
  22. 22. Research Issues • Perceived researcher conflict of interest – scoping out market opportunities “This survey was annoying--long, unnecessarily vague, complicated and obviously self-serving.” • Online teachers are tired of being surveyed? • Using data mining to support effectiveness measures
  23. 23. Program Evaluation Teacher Effectiveness Highly qualified? Parent Satisfaction Annual Performance Range of implementation Student Satisfaction Knowledge of STS Program AYP? Improved Test Scores Parent Satisfaction Student Outcomes Performance Participation Attendance ISAT/DWA Self-Efficacy Satisfaction Workshop Effectiveness Quality Usefulness Engagement Teacher Effectiveness Change in teaching practice Increased use of technology Use of Online/Blended strategies
  24. 24. Pass Rate Predictive Model • Decision Tree Analysis – Improved grades (from 88% to 92%) when participants’ logged into LMS more than 10 times over six weeks. The average is further improved to 98% when frequency of logins increased to 17 times.
  25. 25. Engagement • Clustering – More time spent online = more time spent offline. – Previous online teaching experience = more hours spent both online and offline.
  26. 26. TeacherStream
  27. 27. Comments?

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