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The Effects of Follow-up and Peer Interaction on Quality of Performance and Completion of Online Professional Development
ARTICLE

, Texas A&M Kingsville`, United States ; , Texas A&M, United States

Journal of Interactive Learning Research Volume 22, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study examined the effects of the inclusion of online follow-up and online peer interaction with a face-to face workshop on quality of support plan and completion of a support plan by Texas school librarians. The study used a posttest-only control group experimental design with randomly assigned self-selected participants. Three online environments were compared: (a) an environment that provided follow-up with peer interaction, (b) one that provided follow-up without peer interaction, and (c) a control environment that provided a traditional post workshop environment with only solicited follow-up and no peer interaction. Online follow-up with peer interaction increased the likelihood of completion of the professional development task. No difference was found between the completion rates for participants in the follow-up group that did not have peer interaction and those in the only solicited follow-up environment. No difference was also found in the quality of plan among the three groups. Our findings indicate that teacher educators are well advised to provide online follow-up with peer interaction in their professional development programs.

Citation

Green, M. & Cifuentes, L. (2011). The Effects of Follow-up and Peer Interaction on Quality of Performance and Completion of Online Professional Development. Journal of Interactive Learning Research, 22(1), 85-109. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved November 19, 2019 from .

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