Designing Effective Online Learning Environments for Teacher Professional Development: Evidence from Indonesian In-Service Teachers
Keywords:
Indonesian in-service teachers, learning design, online learning environments, professional development program
Abstract
The teacher profession education program (TPEP) within virtuality is an alternative learning program that is believed to be important for Indonesian in-service teachers nowadays and in the future as learning through digital technology is the competitiveness of the nation that needs to be continuously improved. This study aims to investigate Indonesian in-service teachers’ needs in the TPEP through online learning environments and to discover an effective design of online learning environment for TPEP in the future. The design used in this study was a mixed method with sequential explanatory design. For quantitative data, a questionnaire was distributed to the Indonesian in-service teachers attending the online TPEP over four months at a reputable private university in Indonesia, and 916 teachers completed the questionnaire. Meanwhile, the qualitative data were collected through semi-structured interview with selected Indonesia in-service teachers. The results indicate that online learning provides in-service teachers’ needs, and effective design is recommended for better professional development for in-service teachers in Indonesia. In addition, the qualitative feedbacks from participants regarding online learning environments identify several challenges. These findings suggest that the proposed design of online TPEP can be significantly implemented to meet the evolving needs of educators in an increasingly digital world.
References
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Alsaleh, A. (2023). Online Teacher Professional Development in Conflict Area Online Teacher Professional Development Training For Educators in Two Different Areas in Syria, a case study. https://gupea.ub.gu.se/handle/2077/79053
An, Y. (2018). The effects of an online professional development course on teachers’ perceptions, attitudes, self-efficacy, and behavioral intentions regarding digital game-based learning. Educational Technology Research and Development, 66(6), 1505–1527. https://doi.org/10.1007/s11423-018-9620-z
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Apoko, T. W., & Sya’ban, M. B. A. (2022). The impact of online learning implementation on satisfaction, motivation, quality of the learning process, and student learning outcomes. AL-ISHLAH: Jurnal Pendidikan, 14(4), 5923–5932.
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Choi, S., & Lee, S. W. (2020). Enhancing Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in Multicultural Education in the United States and South Korea. AERA Open, 6(4), 2332858420973574. https://doi.org/10.1177/2332858420973574
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. In Routledge (8th ed.). Routledge.
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Curran, V., Gustafson, D. L., Simmons, K., Lannon, H., Wang, C., Garmsiri, M., Fleet, L., & Wetsch, L. (2019). Adult learners’ perceptions of self-directed learning and digital technology usage in continuing professional education: An update for the digital age. Journal of Adult and Continuing Education, 25(1), 74–93. https://doi.org/10.1177/1477971419827318
Dakhi, O., Jama, J., & Irfan, D. (2020). Blended learning: a 21st century learning model at college. International Journal of Multi Science, 1(08), 50–65.
Erlangga, D. T. (2022). Student Problems in Online Learning: Solutions to Keep Education Going on. Journal of English Language Teaching and Learning, 3(1), 21–26. https://doi.org/10.33365/jeltl.v3i1.1694
Escamilla-Fajardo, P., Alguacil, M., & López-Carril, S. (2021). Incorporating TikTok in higher education: Pedagogical perspectives from a corporal expression sport sciences course. Journal of Hospitality, Leisure, Sport and Tourism Education, 28(February). https://doi.org/10.1016/j.jhlste.2021.100302
Fang, G., Chan, P. W. K., & Kalogeropoulos, P. (2021). Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers. SAGE Open, 11(3), 215824402110269. https://doi.org/10.1177/21582440211026951
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Fillerup, J. (2019). Professional development. In The Music History Classroom (3rd editio). Routledge. https://doi.org/10.4324/9781315555393-16
Gheith, E., & Aljaberi, N. (2018). Reflective Teaching Practices in Teachers and Their Attitudes Toward Professional Self-development. International Journal of Progressive Education, 14(3), 161–180. https://doi.org/10.29329/ijpe.2018.146.11
Gupta, S. K., & Sengupta, N. (2021). Webinar as the Future Educational Tool in Higher Education of India: A Survey-Based Study. Technology, Knowledge and Learning, 26(4), 1111–1130. https://doi.org/10.1007/s10758-021-09493-7
Gurley, PhD, RN, CNE, COI, L. E. (2018). Educators’ Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments. Online Learning, 22(2), 197–220. https://doi.org/10.24059/olj.v22i2.1255
Hediansah, D., & Surjono, H. (2020). Hybrid Learning Development to Improve Teacher Learning Management. JKTP: Jurnal Kajian Teknologi Pendidikan, 3(1), 1–9. https://doi.org/10.17977/um038v3i12019p001
Heigham, J., & Croker, R. (2009). Qualitative research in applied linguistics: A practical introduction. Springer.
Hrechanyk, N., Koval, D., Kovalchuk, I., Slovik, O., & Zinchenko, L. (2023). Exploring benefits and models of blended learning technology in modern professional training. Revista Amazonia Investiga, 12(67), 54–65. https://doi.org/10.34069/AI/2023.67.07.5
Huang, R. (2019). Educational technology a primer for the 21st century. Springer.
Idhalama, O. U., Igbinovia, M. O., & Ezeabasili, C. A. (2021). Use of webinar tools for teaching and learning by library and information professionals in Nigeria. Information Development, 37(3), 334–344. https://doi.org/10.1177/02666669211003923
Iqbal, S. A., Ashiq, M., Rehman, S. U., Rashid, S., & Tayyab, N. (2022). Students’ Perceptions and Experiences of Online Education in Pakistani Universities and Higher Education Institutes during COVID-19. Education Sciences, 12(3), 166. https://doi.org/10.3390/educsci12030166
Järvenoja, H., Malmberg, J., Törmänen, T., Mänty, K., Haataja, E., Ahola, S., & Järvelä, S. (2020). A Collaborative Learning Design for Promoting and Analyzing Adaptive Motivation and Emotion Regulation in the Science Classroom. Frontiers in Education, 5, 111. https://doi.org/10.3389/feduc.2020.00111
Kaya, E., Karatana, Ö., & Yıldırım, T. Ö. (2023). The relationship between the online learning process, 21st century skills and work readiness in senior nursing students. Nurse Education in Practice, 73, 103801. https://doi.org/https://doi.org/10.1016/j.nepr.2023.103801
Keay, J. K., Carse, N., & Jess, M. (2019). Understanding teachers as complex professional learners. Professional Development in Education, 45(1), 125–137. https://doi.org/10.1080/19415257.2018.1449004
Khan, N., Sarwar, A., Chen, T. B., & Khan, S. (2022). Connecting digital literacy in higher education to the 21st century workforce. Knowledge Management & E-Learning: An International Journal, 14(1), 46–61. https://doi.org/10.34105/j.kmel.2022.14.004
Lay, C. D., Allman, B., Cutri, R. M., & 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
Li, D. (2022). The Shift to Online Classes during the Covid-19 pandemic: Benefits, Challenges, and Required Improvements from the Students’ Perspective. Electronic Journal of E-Learning, 20(1), pp1-18. https://doi.org/10.34190/ejel.20.1.2106
Lowenthal, P. R., Borup, J., West, R. E., & Archambaullt, L. (2020). Thinking Beyond Zoom: Using Asynchronous Video to Maintain Connection and Engagement During the COVID-19 Pandemic. Elite English and Literature Journal, 28(2), 383–391. https://doi.org/10.24252/elite.v7i1a6
Lucas, M., & Vicente, P. N. (2023). A double-edged sword: Teachers’ perceptions of the benefits and challenges of online teaching and learning in higher education. Education and Information Technologies, 28(5), 5083–5103. https://doi.org/10.1007/s10639-022-11363-3
Maphosa, C., Rugube, T. T., Mthethwa-Kunene, K. E., & Dlamini, P. (2022). Understanding the Experienced Opportunities and Threats of Online Learning in a Professional Development Programme. European Journal of Education and Pedagogy, 3(3), 242–250. https://doi.org/10.24018/ejedu.2022.3.3.366
Martinez, C. (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2021.2024936
Masalimova, A. R., Khvatova, M. A., Chikileva, L. S., Zvyagintseva, E. P., Stepanova, V. V, & Melnik, M. V. (2022). Distance Learning in Higher Education During Covid-19. Frontiers in Education, 7, 120. https://doi.org/10.3389/feduc.2022.822958
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. In Practitioner Research and Professional Development in Education (3rd ed.). https://doi.org/10.4135/9780857024510.d49
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Published
2024-12-20
How to Cite
Apoko, T., & Yatri, I. (2024). Designing Effective Online Learning Environments for Teacher Professional Development: Evidence from Indonesian In-Service Teachers. Dinamika Ilmu, 24(2), 257-274. https://doi.org/10.21093/di.v24i2.9172
Section
Articles
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