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Inquiry-based Learning in Self-paced, Online Professional Development
PROCEEDINGS

, University of Wisconsin-Madison, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Inquiry-based learning is a relatively underutilized model for designing and delivering online professional development, and it even less commonly found in self-paced online professional development. Still, trends in 21st century learning as well as research in andragogy and inquiry learning suggest that adults in professional development would benefit from engaging in inquiry-based approaches to their professional learning needs. This roundtable addresses inquiry-based learning in online professional development, using the presenter’s experience developing and teaching a non-credit, online, self-paced course called “Learning in the Mobile Age” as the grounding example. This roundtable discussion will begin with a description of the course design process, challenges and lessons learned, and results from two rounds of participant course evaluations. Together, then, we will address broader questions about the effectiveness of inquiry-based learning in online professional development, its assessment, and the circumstances or contexts in which it can be most advantageous.

Citation

McCloskey, E. (2013). Inquiry-based Learning in Self-paced, Online Professional Development. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 758-760). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 23, 2019 from .