Improving teacher professional development for online and blended learning: a systematic meta-aggregative review
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In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.
KeywordsDistance education Online and blended learning Professional development Technological integration
This study was funded by the Agentschap voor Innovatie door Wetenschap en Technologie (Grant Number 140029).
Compliance with ethical standards
Conflict of interest
The authors declare that they have no conflict of interest.
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