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

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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How and with whom do educators learn in an online professional development microcredential. / Rienties, Bart; Calo, Francesca; Corcoran, Suz et al.
In: Social Sciences & Humanities Open, Vol. 8, No. 1, 100626, 31.12.2023.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Rienties, B, Calo, F, Corcoran, S, Chandler, K, FitzGerald, E, Haslam, D, Harris, CA, Perryman, L-A, Sargent, J, Suttle, MD & Wahga, A 2023, 'How and with whom do educators learn in an online professional development microcredential', Social Sciences & Humanities Open, vol. 8, no. 1, 100626. https://doi.org/10.1016/j.ssaho.2023.100626

APA

Rienties, B., Calo, F., Corcoran, S., Chandler, K., FitzGerald, E., Haslam, D., Harris, C. A., Perryman, L-A., Sargent, J., Suttle, M. D., & Wahga, A. (2023). How and with whom do educators learn in an online professional development microcredential. Social Sciences & Humanities Open, 8(1), Article 100626. https://doi.org/10.1016/j.ssaho.2023.100626

Vancouver

Rienties B, Calo F, Corcoran S, Chandler K, FitzGerald E, Haslam D et al. How and with whom do educators learn in an online professional development microcredential. Social Sciences & Humanities Open. 2023 Dec 31;8(1):100626. Epub 2023 Jul 14. doi: 10.1016/j.ssaho.2023.100626

Author

Rienties, Bart ; Calo, Francesca ; Corcoran, Suz et al. / How and with whom do educators learn in an online professional development microcredential. In: Social Sciences & Humanities Open. 2023 ; Vol. 8, No. 1.

Bibtex

@article{60bf2229897743d6921e11ac875761c4,
title = "How and with whom do educators learn in an online professional development microcredential",
abstract = "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.",
keywords = "Professional development, Social networks, Participatory design, Mixed method, Microcredential",
author = "Bart Rienties and Francesca Calo and Suz Corcoran and Kathy Chandler and Elizabeth FitzGerald and Daniel Haslam and Harris, {Claire A.} and Leigh-Anne Perryman and Julia Sargent and Suttle, {Martin D.} and Aqueel Wahga",
year = "2023",
month = dec,
day = "31",
doi = "10.1016/j.ssaho.2023.100626",
language = "English",
volume = "8",
journal = "Social Sciences & Humanities Open",
number = "1",

}

RIS

TY - JOUR

T1 - How and with whom do educators learn in an online professional development microcredential

AU - Rienties, Bart

AU - Calo, Francesca

AU - Corcoran, Suz

AU - Chandler, Kathy

AU - FitzGerald, Elizabeth

AU - Haslam, Daniel

AU - Harris, Claire A.

AU - Perryman, Leigh-Anne

AU - Sargent, Julia

AU - Suttle, Martin D.

AU - Wahga, Aqueel

PY - 2023/12/31

Y1 - 2023/12/31

N2 - 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.

AB - 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.

KW - Professional development

KW - Social networks

KW - Participatory design

KW - Mixed method

KW - Microcredential

U2 - 10.1016/j.ssaho.2023.100626

DO - 10.1016/j.ssaho.2023.100626

M3 - Journal article

VL - 8

JO - Social Sciences & Humanities Open

JF - Social Sciences & Humanities Open

IS - 1

M1 - 100626

ER -