Massive Open Online Professional Individualized Learning: Building Teachers' Instructional Capacity for English Learners
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| Title: | Massive Open Online Professional Individualized Learning: Building Teachers' Instructional Capacity for English Learners |
|---|---|
| Language: | English |
| Authors: | Lynch, Julia, Irby, Beverly J., Tong, Fuhui, Lara-Alecio, Rafael, Zhou, Zhiqing, Singer, Erin |
| Source: | TESL-EJ. Aug 2021 25(2). |
| Availability: | TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Office of English Language Acquisition (OELA) (ED) |
| Contract Number: | T365Z170192 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Online Courses, Faculty Development, Teacher Competencies, English (Second Language), Second Language Instruction, Language Teachers, English Language Learners, Program Effectiveness, Educational Technology, Electronic Learning, Inservice Teacher Education, Second Language Learning, Leadership, Feedback (Response), Classroom Environment, Culturally Relevant Education, Family Involvement, Elementary Secondary Education |
| Geographic Terms: | Texas |
| ISSN: | 1072-4303 |
| Abstract: | With the recent changes in student demographics in the United States and the development of technology, virtual professional development (VPD) for teachers of English learning students(ELs) has become a valuable means to support teachers and their students. We developed a federally funded, five-year VPD program, Project Massive Open Online Professional Individualized Learning (MOOPIL), and provided in-depth descriptions in this paper. We also examined its effectiveness in a sample of 359 teachers of ELs. The research instrument utilized is a battery of questions developed about the research-based content delivered in the MOOPILs. Our results supported the effectiveness of Project MOOPIL, as indicated by statistically significant differences and effect sizes across units. In this study, we provided encouraging evidence that VPD through Project MOOPIL impacted the teachers' pedagogical background, knowledge, and skills, which are critical to enhancing quality instruction for English learners. The implication of this study is that professional development for teachers of English learners can be effectively employed virtually. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1314047 |
| Database: | ERIC |
| Abstract: | With the recent changes in student demographics in the United States and the development of technology, virtual professional development (VPD) for teachers of English learning students(ELs) has become a valuable means to support teachers and their students. We developed a federally funded, five-year VPD program, Project Massive Open Online Professional Individualized Learning (MOOPIL), and provided in-depth descriptions in this paper. We also examined its effectiveness in a sample of 359 teachers of ELs. The research instrument utilized is a battery of questions developed about the research-based content delivered in the MOOPILs. Our results supported the effectiveness of Project MOOPIL, as indicated by statistically significant differences and effect sizes across units. In this study, we provided encouraging evidence that VPD through Project MOOPIL impacted the teachers' pedagogical background, knowledge, and skills, which are critical to enhancing quality instruction for English learners. The implication of this study is that professional development for teachers of English learners can be effectively employed virtually. |
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| ISSN: | 1072-4303 |
