Experience of an Interactive, Autism-Specific Online Professional Development Training and Support Programme Delivered to Regional and Remote Areas

Autor/inn/en	Johnsson, Genevieve; Lincoln, Michelle; Bundy, Anita; Bulkeley, Kim
Titel	Experience of an Interactive, Autism-Specific Online Professional Development Training and Support Programme Delivered to Regional and Remote Areas
Quelle	In: Open Learning, 38 (2023) 2, S.165-186 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnsson, Genevieve)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2020.1799776
Schlagwörter	Autism Spectrum Disorders; Faculty Development; Students with Disabilities; Educational Technology; Online Courses; Rural Schools; Early Childhood Teachers; Program Effectiveness; Technology Uses in Education; Barriers; Interaction; Synchronous Communication; Asynchronous Communication; Foreign Countries; Allied Health Personnel; Professional Development; Caseworkers; Social Work; Access to Education; Self Efficacy; Young Children; Australia + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtsmedien; Online course; Online-Kurs; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interaktion; Ausland; Soziale Arbeit; Education; Access; Bildung; Zugang; Bildungszugang; Self-efficacy; Selbstwirksamkeit; Australien
Abstract	Training and support will be vital in developing and maintaining a skilled disability workforce in the roll-out of individualised disability funding across Australia. Technology has the potential to deliver training and support that is more accessible and cost-efficient in geographically isolated regions. The current qualitative study explored participants' experience of an autism-specific webinar and individual online support programme delivered to a range of early childhood staff in regional and remote areas. Researchers used purposive sampling to select and interview 11 participants enrolled in the training and support programme. Rigour and trustworthiness of the data were enhanced using member checking and a data analysis check on 20% of the transcripts. Several categories of responses were identified under three broad themes; impact of the training programme, interaction with technology, and barriers to access. Findings indicated that the programme had a positive impact on access to autism-specific learning and support. The interactive nature of webinars and individual online consultations (synchronous learning) was highly valued; however, barriers including extensive travel and busy caseloads resulted in participants relying on recorded webinars (asynchronous learning). Findings from the current study will inform the development of future training programme at an individual, organisational and policy level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01