Open AccessEducators’ Preferences for Professional Learning Formats by Learning Objective
Author(s) -
Cheyne A. LeVesseur,
Julie Q. Morrison,
Melissa Nantais
Publication year - 2022
Publication title -
journal of education and training studies
Language(s) - English
Resource type - Journals
eISSN - 2324-8068
pISSN - 2324-805X
DOI - 10.11114/jets.v10i3.5495
Subject(s) - professional learning community , blended learning , professional development , session (web analytics) , psychology , educational technology , preference , active learning (machine learning) , mathematics education , instructional design , pedagogy , multimedia , computer science , world wide web , artificial intelligence , economics , microeconomics
Innovations in information technology have generated an array of options for the professional learning for educators. Face-to-face, remote, and hybrid formats for professional learning each have their advantages and disadvantages for advancing educators’ knowledge and skills in evidence-based practices to promote student achievement. The purpose of this study was to better understand teacher and educational leaders’ preferences for professional learning formats in relation to the intended learning objective. The results indicate that educators preferences for professional learning format varied by the intended learning objective of the session. Remote professional learning was preferred relative to face-to-face and hybrid formats for a session in which the primary objective was to share information uni-directionally from the presenter to the audience (53% versus 25% and 22% preferred hybrid). The respondents were equally split in their preference for either a face-to-face or remote format when the learning objective was to understand new concepts and learn how to apply the concepts to their setting. The results have important implications for designing professional learning.