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Online Professional Learning in Response to COVID-19—Towards Robust Evaluation

Author

Listed:
  • Alireza Ahadi

    (School of Education, Faculty of Arts, Macquarie University, Macquarie Park, NSW 2109, Australia)

  • Matt Bower

    (School of Education, Faculty of Arts, Macquarie University, Macquarie Park, NSW 2109, Australia)

  • Abhay Singh

    (Department of Applied Finance, Macquarie Business School, Macquarie University, Macquarie Park, NSW 2109, Australia)

  • Michael Garrett

    (Cinglevue International Pty Ltd., Unit 22/1 Walsh Loop, Joondalup, WA 6027, Australia)

Abstract

As COVID-19 continues to impact upon education worldwide, systems and organizations are rapidly transiting their professional learning to online mode. This raises concerns, not simply about whether online professional learning can result in equivalent outcomes to face-to-face learning, but more importantly about how to best evaluate online professional learning so we can iteratively improve our approaches. This case study analyses the evaluation of an online teacher professional development workshop for the purpose of critically reflecting upon the efficacy of workshop evaluation techniques. The evaluation approach was theoretically based in a synthesis of six seminal workshop evaluation models, and structured around eight critical dimensions of educational technology evaluation. The approach involving collection of pre-workshop participant background information, pre-/post-teacher perceptions data, and post-workshop focus group perceptions, enabled the changes in teacher knowledge, skills, and beliefs to be objectively evaluated, at the same time as providing qualitative information to effectively improve future iterations of the workshops along a broad range of dimensions. The evaluation approach demonstrated that the professional learning that was shifted into online mode in response to COVID-19 could unequivocally result in significant improvements to professional learning outcomes. More importantly, the evaluation approach is critically contrasted with previous evaluation models, and a series of recommendations for the evaluation of technology-enhanced teacher professional development workshops are proposed.

Suggested Citation

  • Alireza Ahadi & Matt Bower & Abhay Singh & Michael Garrett, 2021. "Online Professional Learning in Response to COVID-19—Towards Robust Evaluation," Future Internet, MDPI, vol. 13(3), pages 1-22, February.
  • Handle: RePEc:gam:jftint:v:13:y:2021:i:3:p:56-:d:504940
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    References listed on IDEAS

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    1. Bates, Reid, 2004. "A critical analysis of evaluation practice: the Kirkpatrick model and the principle of beneficence," Evaluation and Program Planning, Elsevier, vol. 27(3), pages 341-347, August.
    2. Krishnamurthy, Sandeep, 2020. "The future of business education: A commentary in the shadow of the Covid-19 pandemic," Journal of Business Research, Elsevier, vol. 117(C), pages 1-5.
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