| This study analyzed the impact of online professional development on educators' practices. The qualitative case study method was used to gain an understanding of an online course, participant experiences, and the transfer of knowledge into participants' classrooms and daily practices. This study was based upon the Adult Learning Theory of Malcolm Knowles and the Distance Learning Theory of Charles Wedemeyer. Knowles' theory of adult learning identified how to teach adults effectively and Wedemeyer understood the conditions that should exist in order for learning to take place. In order to determine the impact of online professional development, the study sought to understand how online classes affected teachers' instructional practices and performance. Information was gathered through the use of an interview protocol, as well as collected data on the set-up and format of the online class. The sample population was made up of four K-12 educators who were taking the online Differentiating Content professional development (PD) course. The study sought to identify characteristics of online PD that contributed to and positively impacted teachers' instructional practices. The study also sought to provide an understanding about adult learning within the online setting and how various factors could impact an online learning experience. The study concluded that online professional development for educators could positively impact educators' practices when certain conditions existed. It was found that when an online professional development opportunity was aligned with educators' professional goals and professional needs, educators took the course more seriously and transferred learning into practice. |
