How Ready Can You Be? Profiling Indonesian Teacher’s Preparedness for an Online Teacher Professional Development Program
DOI:
https://doi.org/10.29408/veles.v7i1.7905Keywords:
online teacher professional development, MOOC, need analysisAbstract
Online teacher professional development has shown benefits in enhancing and improving teacher competences in providing classroom experiences which eventually may improve student academic achievements (de Kramer et. al, 2012). In designing an effective online teacher professional development, a need analysis needs to be conducted to successfully meet the teachers’ needs and design a program that is based on the teachers’ contexts and the complexities of teachers’ teaching practices. The article reports on the results of the need analysis conducted via survey and focus group discussions to 1544 teachers across Indonesia with the aim to design an online teacher professional development delivered via a Massive Online Open Course (MOOC). The results of the need analysis show that the MOOC needs to be designed carefully in terms of the technical requirements, content, and delivery of the MOOC.
References
Alzahrani, F., & Althaqafi, A. (2020). EFL Teachers' Perceptions of the Effectiveness of Online Professional Development in Higher Education in Saudi Arabia. Higher Education Studies, 10(1), 121 . doi: 10.5539/hes.v10n1p121
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. http://doi.org/10.1017/S0261444803001903
Bragg, L., Walsh, C., & Heyeres, M. (2021 ). Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers & Education, 166, 104158. doi: 10.1016/j.compedu.2021 .104158
Creswell, J. W., &; Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
Desimone, L. M. (2009). Improving Impact Studies of Teachers' Professional Development: Toward Better Conceptualizations and Measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189x08331140
Erickson, A. S. G., Noonan, P. M., & Mccall, Z. (2012). Effectiveness of online professional development for rural special educators. Rural Special Education Quarterly, 31(1 ), 22-32.
Government of Republic Indonesia. Law of the Republic Indonesia Number 14 (2005) on teachers and lecturers. Retrieved from http://aturan.dikti.go.id/upload/uu_14_2005.pdf
Dash, S., Magidin de Kramer, R., O'Dwyer, L. M., Masters, J., & Russell, M. (2012). Impact of online professional development or teacher quality and student achievement in fifth grade mathematics. Journal of research on technology in education, 45( 1 ), 1-26.
de Kramer, M. R. , Masters, J., O'Dwyer, L. M., Dash, S., & Russell, M. (2012). Relationship of online teacher professional development to seventh-grade teachers' and students' knowledge and practices in English language arts. The Teacher Educator, 47(3), 236-259.
Directorate General of Early Childhood Education, Primary Education, and Secondary Education. (2022, July). Teachers Data - Early Childhood Education, Primary Education, and Secondary Education. Retrieved August 21, 2022, from https://dapo.kemdikbud.go.id/guru
Farris, S. (2015). Think 'e' for engagement. The Learning Professional, 36(5), 54.
Haines, K. J. (2015). Learning to identify and actualize affordances in a new tool. Language, Learning and Technology, 19(1), 165–180. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-84922220760&partnerID=40&md5=1db81ee215db3b2054d2e8a301f0d431
Jonassen, D. H., & Reeves, T. C. (1996). Learning with technology: using computers as cognitive tools. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp. 693–719). New York, NY: Macmillan.
Kemp, S. (2021, February 11). Digital 2021 Indonesia (January 2021). Retrieved August 18, 2022, from https://datareportal.com/reports/digital-2021-indonesia?rq=Indonesia
Koehler, M. J., Mishra, P., Bouck, E. C., DeSchryver, M., Kereluik, K., Shin, T. S., & Wolf, L. G. (2011). Deep-play: Developing TPACK for 21st century teachers. International Journal of Learning Technology, 6(2), 146-163.
Lay, C.D., Allman, B., Cutri, R. M., and Kimmons, R. (2020). Examining a Decade of Research in Online Teacher Professional Development. Frontiers in Education, 5 (573129). https://doi.org/10.3389/feduc.2020.573129
Leech, N.L. & Onwuegbuzie, A. J. (2009). A typology of mixed methods research designs. Quality & Quantity, 43(2), 265–275. https://doi.org/10.1007/s11135-007-9105-3
Liu, M. H. (2012). Discussing teaching video cases online: Perspectives of preservice and inservice EFL teachers in Taiwan. Computers & Education, 59(1), 120-133.
Liu, M., & Kleinsasser, R. C. (2015). Exploring EFL Teachers’ CALL Knowledge and Competencies : in-Service Program Perspectives. Language Learning & Technology, 19(1), 119–138.
Marquez, B., Vincent, C., Marquez, J., Pennefather, J., Smolkowski, K., & Sprague, J. (2016). Opportunities and challenges in training elementary school teachers in classroom management: Initial results from classroom management in action, an online professional development program. Journal of Technology and Teacher Education, 24(1 ), 87-109.
Masters, J., De Kramer, R. M., O'Dwyer, L. M., Dash, S., & Russell, M. (2010). The effects of online professional development on fourth grade English language arts teachers' knowledge and instructional practices. Journal of Educational Computing Research, 43(3), 355-375.
McCall, A. (2018). Teacher perceptions of online S/OP® professional development (Doctoral dissertation).
O’Dowd, R. (2015). Supporting in-Service Language Educators in Learning To Telecollaborate. Language Learning & Technology, 19(191), 63–82. Retrieved from http://llt.msu.edu/issues/february2015/odowd.pdf
O'Dwyer, L. M., Carey, R., & Kleiman, G. (2007). A study of the effectiveness of the Louisiana Algebra I online course. Journal of research on technology in education, 39(3), 289-306.
Opfer, V. D., & Pedder, D. (2011). Conceptualizing Teacher Professional Learning. Review of Educational Research, 81(3), 376–407. https://doi.org/10.3102/0034654311413609
Orleans, A. V. (2010). Enhancing teacher competence through online training. The Asia-Pacific Education Researcher, 19(3), 371-386.
Parasuraman, A. (2000). Technology Readiness Index (TRI) a multiple-item scale to measure readiness to embrace new technologies. Journal of Service Research, 2(4), 307- 320. https://doi.org/10.1177/109467050024001
Qian, Y., Hambrusch, S., Yadav, A., & Gretter, S. (2018). Who needs what: Recommendations for designing effective online professional development for computer science teachers. Journal of Research on Technology in Education, 50(2), 164-181 .
Reeves, T. D., & Pedulla, J. J. (2013). Bolstering the Impact of Online Professional Development for Teachers. The Journal of Educational Research, 1, 50-66.
Şendağ, S., & Odabaşı, H. F. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Computers & education, 53(1), 132-141.
So, H. J., Lossman, H., Lim, W. Y., & Jacobson, M. J. (2009). Designing an online video based platform for teacher learning in Singapore. Australasian Journal of Educational Technology, 25(3).
Vu, P., Cao, V., Vu, L. , & Cepero, J. (2014). Factors driving learner success in online professional development. International Review of Research in Open and Distributed Learning, 15(3), 120-139.
Wu, Y.-T., & Wang, A. Y. (2015). Technological, Pedagogical, and Content Knowledge in Teaching English as a Foreign Language: Representation of Primary Teachers of English in Taiwan. The Asia-Pacific Education Researcher, 24(3), 525–533. http://doi.org/10.1007/s40299-015-0240-7
Yeh, Y. C., Huang, L. Y., & Yeh, Y. L. (2011 ). Knowledge management in blended learning: Effects on professional development in creativity instruction. Computers & Education, 56(1 ), 146-156.
Zhao, Y., Frank, K. A., & Ellefson, N. C. (2006). Fostering Meaningful Teaching and Learning with Technology: Characteristics of Effective Professional Development. In E. A. Ashburn & Ro. E. Floden (Eds.), Meaningful Learning using Technology (pp. 161–179). New York: Teacher College, Columbia University.
Zhao, Y. (2022). New Context, New Teachers, and New Teacher Education. Journal of Technology and Teacher Education, 30(2), 127-133. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved September 11, 2022 from https://www.learntechlib.org/primary/p/221169/
Downloads
Additional Files
Published
How to Cite
Issue
Section
License
Authors who publish with the VELES Journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
