Assessing Blended and Online-Only Delivery Formats for Teacher Professional Development in Kenya

Autor/inn/en	Uribe-Banda, Constanza; Wood, Eileen; Gottardo, Alexandra; Biddle, Jacqueline; Ghaa, Cliff; Iminza, Rose; Wade, Anne; Korir, Emmanuel
Titel	Assessing Blended and Online-Only Delivery Formats for Teacher Professional Development in Kenya
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2191414 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2191414
Schlagwörter	Faculty Development; Foreign Countries; Blended Learning; Teaching Methods; Literacy Education; Computer Software; Teacher Attitudes; Outcomes of Education; Online Courses; Barriers; Technology Integration; Technological Literacy; Pedagogical Content Knowledge; Kenya + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lernleistung; Schulerfolg; Online course; Online-Kurs; Technisches Wissen; Pädagogische Kompetenz; Kenia
Abstract	The present study compared the learning and experiences of Kenyan teachers randomly assigned to either an online or a blended 12-week intensive teacher professional development program (TPD). The TPD addressed the fundamentals of early literacy development as well as how to use early literacy software to support students learning. TPD outcomes were assessed through surveys, course performance and discussion elements. Teachers demonstrated pre- to post-test gains in domain knowledge, lesson plan construction and comfort teaching early literacy skills. Few differences were observed between the online versus blended formats. However, teachers endorsed a blended instructional format over online-only or in-person formats. Challenges regarding resources and infrastructure were identified as barriers to technology integration within the classroom. Some cultural challenges were identified as potential barriers for young learners using software developed in Western countries. Overall, both online and blended formats appear to be effective TPD delivery systems for Kenyan teachers, however, findings highlighted challenges that need to be addressed to optimize learning when using technology. Future research recommendations include broadening the teacher sample to assess potential differences due to regionalism, associated differences in access to resources, and further examination of teaching experience on learning in the two types of online formats. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01