A response to an article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review”

This response reviews the article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review” (Philipsen in Educ Technol Res Dev 67:1145–1174, 2019) from a practice perspective. Philipsen (Educ Technol Res Dev 67:1145–1174, 2019) conduc...

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Detalles Bibliográficos
Autor principal: An, Yunjo
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2020
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7587166/
https://www.ncbi.nlm.nih.gov/pubmed/33132665
http://dx.doi.org/10.1007/s11423-020-09844-8
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author An, Yunjo
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description This response reviews the article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review” (Philipsen in Educ Technol Res Dev 67:1145–1174, 2019) from a practice perspective. Philipsen (Educ Technol Res Dev 67:1145–1174, 2019) conducted a systematic meta-aggregative review that targets teacher professional development for online and blended learning. This paper summarizes the key findings of their study and discusses the value of the findings and how they could be applied to prepare K-12 teachers for online and blended learning. Limitations of the study and suggestions for future research are also discussed.
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spelling pubmed-75871662020-10-27 A response to an article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review” An, Yunjo Educ Technol Res Dev Article This response reviews the article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review” (Philipsen in Educ Technol Res Dev 67:1145–1174, 2019) from a practice perspective. Philipsen (Educ Technol Res Dev 67:1145–1174, 2019) conducted a systematic meta-aggregative review that targets teacher professional development for online and blended learning. This paper summarizes the key findings of their study and discusses the value of the findings and how they could be applied to prepare K-12 teachers for online and blended learning. Limitations of the study and suggestions for future research are also discussed. Springer US 2020-10-26 2021 /pmc/articles/PMC7587166/ /pubmed/33132665 http://dx.doi.org/10.1007/s11423-020-09844-8 Text en © Association for Educational Communications and Technology 2020 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
An, Yunjo
A response to an article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review”
title A response to an article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review”
title_full A response to an article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review”
title_fullStr A response to an article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review”
title_full_unstemmed A response to an article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review”
title_short A response to an article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review”
title_sort response to an article entitled “improving teacher professional development for online and blended learning: a systematic meta-aggregative review”
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7587166/
https://www.ncbi.nlm.nih.gov/pubmed/33132665
http://dx.doi.org/10.1007/s11423-020-09844-8
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