Heap Tania, Thompson Ruthanne, Fein Adam
Division of Digital Strategy and Innovation (DSI), University of North Texas, Denton, TX USA.
Educ Technol Res Dev. 2021;69(1):35-38. doi: 10.1007/s11423-020-09863-5. Epub 2020 Nov 17.
From a design perspective, this paper offers a response to the impact, value, and application of a manuscript published by Philipsen et al. (Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. , 1145-1174. 10.1007/s11423-019-09645-8, 2019). Philipsen et al. (2019) reviewed what constitutes an effective teacher professional development program (TPD) for online and blended learning (OBL), with our response focusing on its value and application in light of an emergency shift to digital to address a global pandemic. This paper also proceeds to examine limitations in previous research into the subject and future research opportunities to investigate important components that inform the design of a resilient and scalable TPD for OBL.
从设计角度来看，本文回应了菲利普森等人发表的一篇手稿的影响、价值及应用（《改善在线和混合学习中的教师专业发展：系统的元聚合综述》，第1145 - 1174页，10.1007/s11423 - 019 - 09645 - 8，2019年）。菲利普森等人（2019年）回顾了构成在线和混合学习（OBL）有效教师专业发展计划（TPD）的要素，我们的回应则聚焦于在向数字化紧急转变以应对全球大流行的背景下，该计划的价值及应用。本文还着手审视此前该主题研究中的局限性以及未来的研究机会，以探究那些为设计适用于OBL的适应性强且可扩展的TPD提供依据的重要组成部分。
