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How and with whom do educators learn in an online professional development microcredential

Research output: Contribution to Journal/MagazineJournal articlepeer-review

  • Bart Rienties
  • Francesca Calo
  • Suz Corcoran
  • Kathy Chandler
  • Elizabeth FitzGerald
  • Daniel Haslam
  • Claire A. Harris
  • Leigh-Anne Perryman
  • Julia Sargent
  • Martin D. Suttle
  • Aqueel Wahga
Article number100626
<mark>Journal publication date</mark>31/12/2023
<mark>Journal</mark>Social Sciences & Humanities Open
Issue number1
Publication StatusPublished
Early online date14/07/23
<mark>Original language</mark>English


A claimed technological advantage of online professional development (OPD) is the flexibility for educators to learn at a time and space of their convenience. However, the question of how, and with whom educators learn in OPD has received limited empirical attention. Using a participatory design approach, we explored the lived experiences and social networks of 19 educators following a formal OPD in a microcredential format. The mixed method study findings indicated that most (but not all) educators developed learning ties with their peers. This suggests that additional structural opportunities are needed to maintain social engagement in OPD. The findings will be of interest primarily to educators developing and delivering OPD, as well as current or potential professional learners who want to make the most out of OPD.