Wednesday, March 31
1:00-1:15 PM
Room 8

Lessons Learned from Emergency Professional Development for Teaching Online

Best Practices (Live Presentation) ID: 58680
  1. aaa
    Dabae Lee
    Kennesaw State University
  2. Yeol Huh
    Ewha Womans University
  3. Joshua Key
    Renewable Energy Group
  4. Zimeng Li
    Baker University

Abstract: The COVID-19 pandemic pushed numerous schools in the world to abruptly move their instruction online. In the United States, 48 states ordered school building closures in March 2020 according to the National Center for Education Statistics. Teaching online demands unique skills, and the nature of teaching online presents distinctive challenges. Also, learning how to teach online and online teaching experiences are known to be beneficial for teaching face-to-face. Like in many states, the Kansas State Department of Education (2020) ordered building closure in Spring 2020 in response to COVID-19, many school districts adopted online learning as a continuous learning plan. Teachers who used to teach exclusively face-to-face were asked to move their instruction online without proper preparation. To help them successfully cope with the situation, a group of university faculty of education initiated an endeavor to offer PD sessions. A systematic approach was used with three phases: a needs assessment, implementation, and evaluation. The data collected from the needs assessment and evaluation offer insights on who needs the most help, what help educators need, what aspects of the PD sessions they appreciate, and what suggestions they offer for a better PD experience. These insights will shed light on how PD for online teachers should be designed and implemented to be most beneficial.

Presider: Rachel Knox, University of Central Florida


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