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Autonomous versus Collaborative Online Professional Development: Discovering the Differences in Teacher Learning and Perceptions

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Title: Autonomous versus Collaborative Online Professional Development: Discovering the Differences in Teacher Learning and Perceptions
Language: English
Authors: Michelle Thomas (ORCID 0009-0003-4123-2035), Heather Tellier (ORCID 0009-0001-4193-8893), Jennifer Urbach (ORCID 0000-0002-7393-3990), Corey Pierce, Holly Baker-Hill
Source: Journal of Educational Research and Innovation. 2025 13(1).
Availability: University of Northern Colorado, College of Education and Behavioral Sciences. 501 20th Street, Greeley, CO 80639. Web site: https://digscholarship.unco.edu/jeri/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Faculty Development, Independent Study, Cooperative Learning, Asynchronous Communication, Electronic Learning, Special Education Teachers, Student Attitudes, Instructional Effectiveness, Knowledge Level
ISSN: 2153-1846
Abstract: Online, asynchronous professional development (PD) offers flexibility for learners, yet what is the most effective way to provide online PD? While current research suggests online platforms can be effective for learning, there is a lack of studies examining differences between fully autonomous, asynchronous modules and those that are asynchronous but still collaborative. This mixed-method study examined the learning differences and perceptions between two cohorts of special education teachers as they went through an eight-unit online course on dyslexia. One cohort received an autonomous platform without interaction among the students or instructor. The other cohort received the same content, but online group discussions and interactions supplemented the platform. Findings show that both groups' knowledge grew significantly regarding their level of dyslexia knowledge. Surprisingly, the autonomous cohort's knowledge growth equaled or grew more than the collaborative group on various data sets. Both had large or medium effect sizes, indicating practical significance. Qualitative data revealed teachers' perceptions of what and how they learned, as well as their desires for online learning. Results from this study demonstrate various professional development delivery methods that school professional development teams and researchers can use. Allowing for variety in professional development learning opportunities allows individuals to reflect on their learning preferences and determine which delivery method will fit their individual needs. It will ultimately allow more educators to feel they are being given the freedom to have a say in how they meet professional development goals.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489651
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Michelle+Thomas%22">Michelle Thomas</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-4123-2035">0009-0003-4123-2035</externalLink>)<br /><searchLink fieldCode="AR" term="%22Heather+Tellier%22">Heather Tellier</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-4193-8893">0009-0001-4193-8893</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jennifer+Urbach%22">Jennifer Urbach</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7393-3990">0000-0002-7393-3990</externalLink>)<br /><searchLink fieldCode="AR" term="%22Corey+Pierce%22">Corey Pierce</searchLink><br /><searchLink fieldCode="AR" term="%22Holly+Baker-Hill%22">Holly Baker-Hill</searchLink>
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  Data: University of Northern Colorado, College of Education and Behavioral Sciences. 501 20th Street, Greeley, CO 80639. Web site: https://digscholarship.unco.edu/jeri/
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  Data: Online, asynchronous professional development (PD) offers flexibility for learners, yet what is the most effective way to provide online PD? While current research suggests online platforms can be effective for learning, there is a lack of studies examining differences between fully autonomous, asynchronous modules and those that are asynchronous but still collaborative. This mixed-method study examined the learning differences and perceptions between two cohorts of special education teachers as they went through an eight-unit online course on dyslexia. One cohort received an autonomous platform without interaction among the students or instructor. The other cohort received the same content, but online group discussions and interactions supplemented the platform. Findings show that both groups' knowledge grew significantly regarding their level of dyslexia knowledge. Surprisingly, the autonomous cohort's knowledge growth equaled or grew more than the collaborative group on various data sets. Both had large or medium effect sizes, indicating practical significance. Qualitative data revealed teachers' perceptions of what and how they learned, as well as their desires for online learning. Results from this study demonstrate various professional development delivery methods that school professional development teams and researchers can use. Allowing for variety in professional development learning opportunities allows individuals to reflect on their learning preferences and determine which delivery method will fit their individual needs. It will ultimately allow more educators to feel they are being given the freedom to have a say in how they meet professional development goals.
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Special Education Teachers
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Knowledge Level
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