Page 203 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 203
overview of innovative online tr ainings for educators
self-study, self-study with expert support, web-based (Internet application),
computer-based (e.g. DVD), video type, audio type, written-text-based
type, synchronous communication (chat, videoconferences,…), asynchro-
nous communication (forum, email,…), webinars, virtual classrooms, ex-
ams (online, paper,…), application sharing, resources sharing… Any of the
above approaches and its combinations can be used for professional devel-
opment and can be included in online trainings where educators observe
and/or reflect on other educators’ (or their own) ideas, practice and exam-
ples in a real or virtual environment.
This paper focuses on presenting the role of the existing online train-
ing programmes and platforms for educators since several advantages of
online trainings for educators have been recognised. The article aims to
provide an insight into the pro and cons of online educators’ trainings and
an overview of the existing online professional development resources for
educators, some of which may also tackle issues related to preventing ESL.
Methodology
We conducted a review of the literature by searching in the ERIC, Proquest,
Wiley, Science Direct and Google search engines for information. Search
criteria were established concerning e-learning, online training platforms,
teachers’ professional development, and the cross-references for these
search criteria were first examined. The search and analyses of other relat-
ed papers followed. We included three types of documents: scientific papers
for the theoretical background to the contents under scrutiny, web pag-
es representing online training platforms as well as EU documents and re-
ports. Based on these documents, the theoretical background and some al-
ready implemented online training programmes were presented in order to
offer guidelines for modelling innovative online trainings.
Advantages and limitations of online trainings
Recently a frequent choice for educators’ professional development has
been online courses (combined with face-to-face training) since they pro-
vide two of the most essential elements of effective professional develop-
ment: They give participating teachers opportunities to practise what they
learn over relatively extended periods of time (as opposed to traditional
in-service one-off seminar courses) and they provide an ideal environment
for interaction among participants (National Staff Development Council,
203
self-study, self-study with expert support, web-based (Internet application),
computer-based (e.g. DVD), video type, audio type, written-text-based
type, synchronous communication (chat, videoconferences,…), asynchro-
nous communication (forum, email,…), webinars, virtual classrooms, ex-
ams (online, paper,…), application sharing, resources sharing… Any of the
above approaches and its combinations can be used for professional devel-
opment and can be included in online trainings where educators observe
and/or reflect on other educators’ (or their own) ideas, practice and exam-
ples in a real or virtual environment.
This paper focuses on presenting the role of the existing online train-
ing programmes and platforms for educators since several advantages of
online trainings for educators have been recognised. The article aims to
provide an insight into the pro and cons of online educators’ trainings and
an overview of the existing online professional development resources for
educators, some of which may also tackle issues related to preventing ESL.
Methodology
We conducted a review of the literature by searching in the ERIC, Proquest,
Wiley, Science Direct and Google search engines for information. Search
criteria were established concerning e-learning, online training platforms,
teachers’ professional development, and the cross-references for these
search criteria were first examined. The search and analyses of other relat-
ed papers followed. We included three types of documents: scientific papers
for the theoretical background to the contents under scrutiny, web pag-
es representing online training platforms as well as EU documents and re-
ports. Based on these documents, the theoretical background and some al-
ready implemented online training programmes were presented in order to
offer guidelines for modelling innovative online trainings.
Advantages and limitations of online trainings
Recently a frequent choice for educators’ professional development has
been online courses (combined with face-to-face training) since they pro-
vide two of the most essential elements of effective professional develop-
ment: They give participating teachers opportunities to practise what they
learn over relatively extended periods of time (as opposed to traditional
in-service one-off seminar courses) and they provide an ideal environment
for interaction among participants (National Staff Development Council,
203
