Evaluating Online Environments for Elementary Teachers’ Literacy-Oriented Professional Learning

Authors

  • Alexandra Minuk Queen's University
  • Pamela Beach Queen's University
  • Elena Favret Queen's University

DOI:

https://doi.org/10.11575/ajer.v69i1.75743

Abstract

As elementary teachers increasingly turn to online environments for their literacy-oriented professional learning, evaluating website quality is of growing importance. Using screen capture recordings of participants’ navigations, the purpose of this study was to identify the types of online learning environments that elementary teachers use to enhance their literacy practice as well as to evaluate website quality. Findings reveal that teachers access ten main types of online environments. Those that were resource-based were accessed with the highest frequency despite having the lowest quality. Implications for the design of online learning environments as well as self-directed learning are explored in depth.

Keywords: teacher professional development; teacher professional learning; self-directed learning; website evaluation; literacy

Comme les enseignants du primaire se tournent de plus en plus vers les environnements en ligne pour leur apprentissage professionnel axé sur la littératie, l'évaluation de la qualité des sites Web revêt une importance croissante. Reposant sur des enregistrements de captures d'écran de la navigation des participants, l'objectif de cette étude était d'identifier les types d'environnements d'apprentissage en ligne que les enseignants du primaire utilisent pour améliorer leur pratique de l'alphabétisation ainsi que d'évaluer la qualité des sites Web. Les résultats révèlent que les enseignants accèdent à dix types principaux d'environnements en ligne. Ceux qui sont basés sur les ressources sont les plus utilisés, même si leur qualité est la plus faible. Les implications pour la conception d'environnements d'apprentissage en ligne ainsi que pour l'apprentissage autodirigé sont explorées en profondeur.

Mots clés : développement professionnel des enseignants ; apprentissage professionnel des enseignants ; apprentissage autodirigé ; évaluation des sites Web ; alphabétisation.

Author Biographies

Alexandra Minuk, Queen's University

Alexandra Minuk is a doctoral student and Research Fellow at the Faculty of Education, Queen’s University. Alexandra’s background as a special educator has shaped her research interests, including elementary teacher professional development across contexts, and online learning environments in particular.

Pamela Beach, Queen's University

Pamela Beach is an Associate Professor in Language and Literacy at the Faculty of Education, Queen’s University. Her background as an elementary teacher has influenced her research which centres on the dissemination of research-informed literacy practices. Pamela’s work has explored how online and multimedia resources can be used in teacher education and professional development.

Elena Favret, Queen's University

Elena Favret holds a Master of Education from Queen’s University, where she completed her research on perceptions of oral communication during collaborative learning in elementary classrooms from the perspectives of teachers and speech-language pathologists. Elena’s teaching experience has guided her research and approach to topics including teacher professional development.

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Published

2023-03-17

How to Cite

Minuk, A., Pamela Beach, & Favret, E. . (2023). Evaluating Online Environments for Elementary Teachers’ Literacy-Oriented Professional Learning. Alberta Journal of Educational Research, 69(1), 118–140. https://doi.org/10.11575/ajer.v69i1.75743

Issue

Vol. 69 No. 1 (2023): Spring

Section

ARTICLES

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