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Improving teacher professional development for online and blended learning: a systematic meta-aggregative review

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Abstract

In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.

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Funding

This study was funded by the Agentschap voor Innovatie door Wetenschap en Technologie (Grant Number 140029).

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Authors and Affiliations

  1. Department of Educational Sciences, Vrije Universiteit Brussel, Pleinlaan 2, 1050, Brussels, Belgium

    Brent Philipsen, Silke Vanslambrouck & Chang Zhu

  2. Interfaculty Department of Teacher Education, Vrije Universiteit Brussel, Pleinlaan 2, 1050, Brussels, Belgium

    Jo Tondeur

  3. Department of Educational Studies, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium

    Jo Tondeur

  4. Amsterdam University of Applied Sciences, Amstelcampus, Weesperzijde 190, 1097 DZ, Amsterdam, The Netherlands

    Natalie Pareja Roblin

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  1. Brent Philipsen
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  2. Jo Tondeur
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  4. Silke Vanslambrouck
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Correspondence to Brent Philipsen.

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Philipsen, B., Tondeur, J., Pareja Roblin, N. et al. Improving teacher professional development for online and blended learning: a systematic meta-aggregative review. Education Tech Research Dev 67, 1145–1174 (2019). https://doi.org/10.1007/s11423-019-09645-8

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