Approaches to Online

UNIT 2 CONTINUING PROFESSIONAL Training

DEVELOPMENT: SOME ISSUES

Structure
2.0 Introduction
2.1 Objectives
2.2 Professionalism in Education
2.3 Some Important Aspects of Professional Development
2.4 Self Management in Professional Development
2.5 Continuing Professional Development (CPD)
2.5.1 Meaning of CPD
2.5.2 Types of CPD Activities
2.6 Continuing Professional Development for the Teachers: Some Issues
2.6.1 Realizing Life-long Learning and New Roles of the Teachers
2.6.2 Effective Use of Technologies
2.6.3 Evaluating Professional Development Programme
2.6.4 Open Distance Education and Continuing Professional Development
2.7 Online Continuing Professional Development (CPD): A Frame Work
2.8 Let Us Sum Up
2.9 References

2.0 INTRODUCTION
In the previous unit (unit 1) you have learned various issues related to online
learning/training in general. In this unit we shall take up various issues
related to professional development with special reference to online
continuing professional development. We shall start with definitions of
professionalism, then discuss some important aspects of professional
development, suggest how you can manage your own professional
development, highlight some issues related to continuing professional
development and present a framework for online continuing professional
development.

2.1 OBJECTIVES
After reading this unit, you should be able to:
• define professionalism;
• develop a plan for professional development;
• discuss various types of continuing professional development activities;
• explain important issues related to continuing professional
development; and
• prepare a framework for online continuous professional development.

2.2 PROFESSIONALISM IN EDUCATION

How do you define professionalism? Think for a minute and define it in
your own words. Then read the following definitions: 27
Online Training Professionalism is a term used to describe enhancement of the quality of
service (Hoyle, 2001).

Professionalism consists of the attitudes and behaviour one possesses

towards ones’s profession. It is an attitudinal and behavioural orientation
(Boyt, Lusch, & Naylor, 2001).

Professionalism means the behaviour, skills, qualities, special conventions,

forms of politeness etc. associated with a certain profession or shown by a
professional (Sahu, 2009).

Does your definition match with any one?

Professional development is a continuous process that adds value
throughout a teacher’s career. Professional development is most effective
when the teacher conducts himself/herself through reflective practice and
judges the value of training and development activity in terms of its impact
on teaching and supporting learning. The teacher must make professional
development plans which must clearly articulate his/her needs, set
measurable and achievable objectives that reflects teaching context, fulfilling
the needs of the employer (Sahu, 2009).

You may agree that professionalism can not be achieved all on a sudden. It
grows into a teacher and others slowly. It is continuous process.
Professionalism is not one-time affair in one’s career. It is widely accepted
that a teacher’s development spans an entire career (Mclntyre & Byrd, 1998).

While clarifying the concepts of professional development Guskey (1999)

stated that professional development includes those processes and activities
designed to enhance the professional knowledge, skills, and attitudes of
educators so that they might, in turn, improve the learning of students.

Good professional development encourages the use of a variety of features

related to knowledge, skills and practice and should focus on deepening
one’s content knowledge and pedagogical knowledge i.e. how individual
learns particular content (Vrasidas & Glasss, 2004). Professional
development programmes in education institutions should promote active
learning, and allow the teachers to develop reflective skills.

2.3 SOME IMPORTANT ASPECTS OF

PROFESSIONAL DEVELOPMENT
Let us discuss three different aspects of professional development: (i)
developing a plan for professional development, (ii) identifying resources
and (iii) receiving feedback (Susan, 1990).

Developing a plan for professional development

It is important to develop a plan for professional development as it will
encourage us to address our professional self-improvement activities in a
positive manner. The plan will provide a framework for the discipline and
commitment needed to achieve planned changes inherent in any
professional development programme (Jones & Lowe, 1985, cited in Susan,
1990).

Here we may highlight the popular professional development model

developed by Jones and Lowe (1982, 1985).
28
The professional development model has four phases: Initiating phase Continuing Professional
(Reflective), Planning phase (Reflective), Managing phase (Active) and Development: Some Issues
Evaluative phase (Reflective after the fulfillment of plan). Each phase is
accomplished by addressing a series of steps as detailed by Jones and Lowe
(1985, p.82). These are:

Initiating phase
What do I hope to accomplish?
What are my learning objectives?
What is my potential pay off?

Planning phase
What resources are available to me?
What will be my learning activities?
How will I judge the success of this point?

Managing phase
Complete each activity in the planning phase.
Organize and interpret data.
Record progress and/or report findings.

Evaluative phase
To what extent did I achieve my objectives?
To what extent did I select and pursue appropriate learning activities?
What are my learning needs now?

Identifying resources
If you want to implement a professional development plan effectively, you
will need to identify resources. These resources may include printed study
materials, audio/video materials, web-based materials, books, journals, news
letters and also human resources as available through orientation
programmes, workshops, face-to-face contact programmes etc.

Receiving feedback
Feedback is another important aspect of professional development. You
should know your progress toward achieving your aim and objectives. You
may do it through self-assessment and taking help from others in assessing
your progress.

Activity 1
Judge your own situation on the basis of the first two phases of Jones
and Lowe model for professional development.

2.4 SELF MANAGEMENT IN PROFESSIONAL

DEVELOPMENT
You can manage your professional development activities. Probably you are
doing it consciously. Here, we shall give some suggestions. You need to
prepare yourself for professional development activities. You should make
plan in advance. You should identify the main objectives of your professional
development i.e. what you want to learn, or what skill you want to develop.
Objectives should be achievable, measurable, specific, action oriented and
time bound. Then decide how to proceed. Identify the methods or strategies
29
Online Training you should follow. As you know resources are very important aspects,
decide what kind of resources you need to accomplish the activities.
You should think about the possible barriers you may face and how to
remove those barriers. You should study your environment and point out
the barriers and the solution to overcome the same.
You should be aware of your natural learning style and use learning
methods which are comfortable for you.
You can not complete the professional development activities without taking
help from others. You should work in a team. As you know feedback is very
important, you should select 2-3 individuals (colleagues/supervisors/
mentors) who can provide feedback on the nature of development you want
to make.
You should make a habit of visiting online materials and documents. A large
number of materials are available online. These will enhance your
understanding in relevant areas you want to develop. For example, if you
want to develop your knowledge and skills in open distance learning, you
may browse the websites that provide information on concept of open
distance education, its components, support services, skill needed for
distance teaching, tutoring, counseling, online evaluation, use of technology,
and so on. You may attend online seminar and conferences and learn new
techniques and also receive feedback.
You may become member of professional associations who organize
workshops and conferences (face-to-face and online) in regular intervals.
You should keep records of all professional development activities.

2.5 CONTINUING PROFESSIONAL

DEVELOPMENT (CPD)
2.5.1 Meaning of CPD
Continuing professional development (CPD) is a method of ensuring that
you achieve the right abilities to do your job and maintain or enhance your
expertise. It embraces everything that you do to improve, your job
performance and ‘lifelong employability’ (Morrison, 2008).

According to Guskey (1999), continuing professional development, as a

process, should be intentional, ongoing and systematic (cited in Panda,
2004). Professional development activities are based on purposes which are
linked to broader vision of the profession. Professional development
involves ongoing processes and activities based on horizontal and vertical
integration within a dynamic professional field. Professional development
activities need to be integrated and related to the system where professional
practice takes place.

Morrison (1997) rightly has pointed out that attending a course or getting a
certificate is not in itself continuing professional development evidence. You
should show learning and transfer. How you will use or have used the
learning is more important.

Morrison (1997) argued to consider the analogy of walking up a downward

escalator. As time goes by, your knowledge and skills with respect to current
30
thinking and requirements diminishes. Therefore, you need to maintain a Continuing Professional
certain amount of learning (continuing professional development) to stay Development: Some Issues
still or more to move up, Morrison stated.

Some skills are situation and area specific. If you have acquired skills few
years ago, that may be questioned in the present scenario.

2.5.2 Types of CPD Activities

The activities that may enhance your professional growth may include face-
to-face lectures, attending workshops, orientation programmes, round-
tables, seminars, conferences, independent study of print and non-print
materials, conducting research, consultation with peers and experts, and so
on.

Face-to-face Lecture
You all know that lecture is the traditional and most common type of CPD
activity. It offers full-time educational experience. Lecture method requires
relatively common technical support. The participants are to be physically
present during face-to-face lecture. However, as the time for interaction
between the teacher/trainer and the participants is less, it is called a passive
form of learning.

Formal on the job training

Formal on-the-job training is an important method of CPD.

Workshops
Workshop is an important method of CPD activity. Workshop may be
organized for short period (3-5 days) in 2-3 months interval. Sometimes 10-
15 days workshops are also arranged.

Open Distance education

The methodologies used in Open Distance education must be considered
where the participants are widely dispersed and attendance at face-to-face
training may be difficult.

31
Online Training Online learning environments are designed to enable teachers/trainers to
reflect on their teaching/training practice. Online programmes may consist of
reading book chapters/articles, viewing lectures/power point presentations
or educational videos, answering questions, chatting, group discussion, and
so on. These programmes may be continuous.

Informal learning activities

These include reading books, manuals, articles etc. and familiarization with
the operation of computer programmes, equipments, and so on. These
activities take place because of institution requirements.

Conferences
Regional, national and international conferences are held throughout the
year. In conferences papers are presented according to the theme and sub-
themes of the conferences for discussion. You may prepare papers for
presentations which may be considered as an important CPD activity. In the
conferences you may meet people and experts with similar interests and
may find new resources. You may keep in touch with people you meet and
also can collect resources and use the same in future.

Institution activities
Institutional activities include coordinating workshops, seminars and
conferences, refereeing of articles for publication, acting as resource person
in workshops, orientation programmes, membership of different
institutional committees, editing journals and news letters, reviewing books
and articles for institution journal, research, and so on.

Activity 2
Add some more activities that you may think may be useful for CPD.

2.6 CONTINUING PROFESSIONAL

DEVELOPMENT FOR THE TEACHERS:
SOME ISSUES
In this section we shall discuss some important issues related to continuing
professional development.

2.6.1 Realizing Life-long Learning and New Roles of the

Teachers
You will agree that to meet the goals of educational reform the teachers not
only to update their knowledge and skills but also to transform their role as
a teacher. The teachers need to remain aware about the current issues in
education. They should refine their practices in various types of education
(conventional and open distance education) and implement innovations. The
teachers have to play new roles (as a mentor, facilitator, manager, coach,
technologist, assessor, researcher) and develop new instructional strategies
for diverse groups of learners. The major roles of a competent online teacher
have been outlined (see Goodyear, Salman, Spector, Steeples & Tickner,
2001). Continuing professional develop provides opportunities for teachers
to explore all these new roles for the new learners in new environments.

32
Effective professional development accomplishes many goals. Some of them Continuing Professional
as identified by Cook, Fine & Sparks (1996) are as follows: Development: Some Issues

• Professional development enriches teaching and improves learning for

all students. It is essential link to higher student achievement.
• It supports teacher development, both as individual and as educator.
• It is considered an ongoing process and is conducted in a long-term
sustained manner.
• It supports current beliefs about teaching and learning.
• It is based on a growth model rather than a deficit model.
• It is modeled after learning experiences considered valuable for adults.
• It supports systemic change.

There is a need to build the learning communities to support individual and

institutional development. Teachers, students, administrators, policy makers,
parents, and others have role to play to improve the quality of professional
development. However, the role of the teacher is most important. All
teachers may not be interested in continuing professional development due
to various reasons. McLaughlin (1991) noted that if prior professional
development has been a dissatisfying experience, teachers may show little
interest. Fine (1994, cited in Cook, Fine & Sparks, 1996 ) stated that some
teachers, especially as they approach retirement, may loose interest in
professional development.

2.6.2 Effective Use of Technologies

Professional development for teachers is an important issue for using
technology effectively for the benefit of the students. Many teachers in any
level of education know how to operate a computer, but do not know how to
take advantage of the computer in teaching learning process. There are many
teachers who want to learn how to integrate the computer effectively in his/
her teaching, but due to lack of support and/or accessibility can not do it. The
educational institute must have a well-designed professional development
programme to prepare each teacher for effective use of technology.

Researchers have identified some components which are essential for

professional development for technology use. These include: a connection to
student learning, hands-on technology use, variety of learning experiences,
new roles for teachers, curriculum-specific applications, active participation
of teachers, ongoing process, sufficient time, technical support,
administrative support, adequate resources, continuous funding, built-in
evaluation (Rodriguez & Knuth, 2000). 33
Online Training Briefly we will highlight the importance of these components.
Speck (1996) stated that the ultimate goal of professional development is to
improve student learning. The use of new technology enables teachers to
implement new teaching techniques, interact with the students individually
and in a group, teach and help students work collaboratively, develop
higher-order thinking skills, problem solving skills, and so on.

Hands-on technology use at the institute and at home allows teachers to feel
comfortable with it and develop new skills. This should be a continuous
process as professional development takes time. This kind of training is
different from one-time teacher workshop which the teachers attend at the
beginning of their career. However, adequate technical and administrative
support, and feedback are essential for this type of professional
development.

Professional development for technology use may help the teachers to

integrate new technology into the specific subject area and enhance not only
teaching skills, but assessment and evaluation and managerial skills also.
The teacher becomes adapted to his/her new role as a facilitator, mentor,
manager or coach. He may also be involved in teaching at a distance
effectively.

The teacher must be motivated to take part in this type of continuing

professional development activities. If we have to provide similar
opportunities to all the students (either in face-to-face situation or residing in
remote corners of the country) then all the teachers need to be trained
following similar procedures. However, providing technical and
administrative support is also an important component of effective
professional development. When the teacher faces any difficulty, he/she
should be provided immediate help and support. If there is delay in support
or the support is not adequate, then the teachers may feel frustrated.

2.6.3 Evaluating Professional Development Programme

Evaluation of the professional development programme is very important. It
has two main goals: to improve the quality of the professional development
programme, and to find out its overall effectiveness.

Evaluation should be built in the professional development programme

during the planning stage. It may consist of three types: pre-formative
evaluation, formative evaluation, and summative evaluation (Rodriguez &
Knuth, 2000).

Pre-formative evaluation assesses teacher’s needs during the planning stage.

Evaluation that is done to improve the quality of the professional
development programme is called formative evaluation. This evaluation
takes place during the professional development activity or at intervals
during a programme. Participants are asked to provide feedback, comments
or suggestions on the methods/strategies and for further improvement of the
programme. These help the trainers to make necessary corrections and
adjustments to improve the quality of the ongoing programme.

Evaluation to find out the overall effectiveness of a professional

development programme is called summative evaluation. It takes place at
the end of the programme. Good summative evaluation uses various
techniques to gauge five levels of professional development evaluation:
34
participants’ reactions, participants’ learning, organizational support and Continuing Professional
change, participants’ use of new knowledge and skills, and student learning Development: Some Issues
outcomes (Guskey, 1998).

2.6.4 Open Distance Education and Continuing

Professional Development
Open distance education is being accepted by many higher education
institutions across the world as an economical way of expanding various
academic activities including continuing professional development. The
number of institutions accepting distance education is increasing every year
as well as the number of students. Experts are of the opinion that
development of distance and online continuing professional development
programmes could contribute toward more efficient and manageable way to
maintain professional development for teachers in various levels. By
embracing the flexibility of distance learning, students can explore particular
areas relevant to their profession or practice and encourage a deep approach
to learning (Biggs, 2003). Distance education provides a les threatening
environment for the students. There is greater access to support through the
use of e-mail, which is less threatening. Distance education also provides
timely feedback for the students, supports meaningful learning through
informative and rapid interaction (Kitsantas & Chow, 2007).

Professional development in e-learning for the teachers and academics is the

priority for open distance learning institutions. The teachers experience
increasing demand to deliver online courses. The demand is driven by four
main factors: (i) the increasing availability of multimedia capable computers,
fast modems and internet access; (ii) the emergence of online technologies
that provide a cross-platform, non-proprietary multimedia delivery system;
(iii) the promise of enhancement to the quality of the teaching and learning
experience; and (iv) being part of the global education market (Ellis, Reilly, &
Debreceny, 1998).

The teachers in open distance education need to develop knowledge of

pedagogy as it applies to online environment and knowledge of effective
and appropriate software, hardware, and networking. Most of the teachers
shift from traditional system or work part-time in open distance learning
system and do not have required knowledge and skills. So, the staff
development plays a significant role in the success of online teaching and
learning.

The chapter on “constructivist e-learning for staff engaged in continuous

professional development” by Donnelly and Farrell in the edited book
“Technology supported learning and teaching- a staff perspective” by John
O’Donoghue (2006) reports on the design and implementation of a blended
module in e-learning for the continuing professional development of the
teachers and also reflects the challenges the authors encountered when
designing and developing a blended module on e-learning. The aims of the
module were two fold: to introduce to the participants the concept and
possibilities of e-learning for their own professional context in higher
education, and to enable participants be cognizant of the importance of
designing materials and activities to engage their students in learning.

If you go through the chapter you will find that the authors had carefully
taken into consideration all the important factors as reported in literature
previously while designing the module e.g. reluctance to adopt web-based
35
Online Training supported teaching by academics (Dearn, Fraser & Ryan, 2002), factors that
influence levels of adoption e.g. inadequate access to staff development and
training (Guthrie, 2003), high workload (Scribbens, 2002), lack of time, and
lack of adequate recognition and rewards (Alexander & McKenzie, 1998),
and so on. According to the authors the module was designed to help
participants learn from experience, to begin to integrate knowledge, and to
think reflectively about using e-learning in their teaching practice. The
concluding remarks by the authors are very important: effective
professional development requires more than skills training; it involves
changes in attitude, values, and beliefs that develop confidence for ongoing
learning. Constructing knowledge and developing necessary skills to use
technology in order to impact learning and teaching does not happen
overnight; rather, it becomes the product of common vision and a set of
experiences that prepare educators to embark together on a journey of
learning (p. 156).

Activity 3
1) List three important goals of effective professional development.
2) How CPD programme can help the distance teacher? Write your
answer within 100 words.
Note: No answer has been provided for these questions. You may
answer these questions on the basis of the contents discussed in
section 2.6.

2.7 ONLINE CONTINUING PROFESSIONAL

DEVELOPMENT (CPD): A FRAMEWORK
It is essential that framework for online continuing professional
development are developed within which design of learning resources can
be located (Panda & Mishra, 2008). Earlier an online constructivist CPD
framework was developed and evaluated. The outcome of the study
suggested that there should be inter-disciplinary approach to design,
development, and application of curricula. The online activities may be
combined with reflective practice in the offline community of practice.
There should be provision for networking and exchange in the community
of practice (COP) (Panda, 2004).

Framework for online reflective resources

The online CPD framework (see Unit 2, Block 5 of this course) articulated
interplay of self reflection, online collaborative interaction and reflection,
and collaborative projects in the community of practice towards continuing
professional development. Based on the design of and the inter-related
variables associated with online professional development, Panda and
Mishra (2008) presented a review of design of reflective online learning
resources and discussed the same in detail. They have reported a
classification of online resources into five elements/tools viz., orientation
and organization tools, learning activity tools, interaction and collaborative
tools, support tools, and analytic tools can form the basis to further develop
online professional development programmes in any professional area.

In this section, we shall highlight the importance and functions of these

36 tools. For an elaborate discussion see Unit 2 in Block 5 of this course.
Orientation and organization tools Continuing Professional
Development: Some Issues
It is assumed that these are a set of online tools that helps the reflective
practitioners to get oriented to the community of practice and develop
confidence by organizing their learning space. The tools are as follows:

Welcome and calendar: Here, the course facilitators/instructors provide an

overview of the CPD programme including the objectives and significant
activities to be performed by the participants. This web page also provides
the calendar of activities in detail.

Instructor and learning community: This page is kept for the introduction of
the facilitator/instructor and the participants. They get to know each other
and develop a sense of belonging and commitment.

Concept map: A concept map is graphical representation of a concept that

shows directional links amongst sub-concepts and establishes hierarchical
relationships of terms/contents to facilitate clear understanding of each term/
content. It can be used as an advance organizer, and as a tool to check
whether the participants have understood the concept.

Syllabus: The design of syllabus/curriculum is a very important aspect.

Many factors like culture, learning styles of the participants etc.. to be kept in
mind while designing the curriculum.

Learning Activity Tools

The main function of these tools is to enhance learning/training. These tools
help in development of new knowledge and skills. These tools are as
follows:

Course module: Course modules are important components of online

learning and reflective practices. The module design must have variety of
choices like language, format, activity, methods, knowledge construction,
and so on. Along with the contents, the module may list the objectives, study
guide, assignments, reflective activities, and their linkage to online tasks
relating to self study and community of practice. The modules may be
available as Acrobat PDF files, HTML web pages, MP3 files and multimedia
formats as well.

Activities: The participants may be engaged in various activities like self-

assessment, assignments, collaborative projects, action research, reflective
writing, and so on.

Interaction and Collaboration Tools

It is well known that Internet and World Wide Web provide ample
opportunities for interaction and collaboration. Interaction can be
synchronous (occurs in real time) and asynchronous (time lag between
sending, receiving, and replying). The tools in this category are as follows:
Email: Email along with attachments (various files) is very useful tool.
Discussion forum: Discussion forums are generally meant to motivate for
self study, have a group feeling, and an opportunity to express one’s ideas,
views and feelings in a group.
Online chat: Online chatting can be used in one-to-one basis and in a
group. It helps to understand each other’s problem and instant clarification
of the same.
37
Online Training Participants’ corner: The participant can place his/her views, ideas, articles
etc. in the corner. The informal environment provided by the participants’
corner creates conversation and enjoyment for the participants.

Wiki: It is a combination of a website and a word document. The participant

can add, delete and edit content on a wiki site. Wiki is very helpful for
collaborative learning.

Web-based video conference: Web-based video conference has become

popular in many countries. Web-based video conference promotes reflection
through synchronous communication. This tool may be used for CPD
effectively.

White board: This is used as an added tool to the synchronous

videoconference to create virtual classrooms. The visual medium can
promote reflection through collaborative interaction and other activities.

Support Tools
The following support tools are important for online resources framework.

Mentor support: Mentor can provide support to enable participants to

further reflect on their learning.

Technical support: The technical support is very important as many

participants may not feel comfortable with the new technology. There should
be arrangement for non-stop support for the participants.

Web resources: Web resources (additional links) provide opportunity for self-
study, analysis and reflection.

Search engines: The participants should be guided to know the strategy to

effectively negotiate the available information on the net.

Analytic Tools
There must be a provision for review the progress and improve practice
further. Various tools like model evaluation, module evaluation, teaching
evaluation, satisfaction, process reflection and learning assessment have
been suggested.

In their concluding remarks Panda and Mishra (2008) stated that online
learning and online resources encompasses content, pedagogy, and
technology and also the teachers and learners as human beings. These
resources designed reflectively could lead to enhancing professional
practice. However, further research is needed to establish the effectiveness of
the reflective online resources designed using the five tools discussed by
them.

Activity 4
If you have come across any online CPD programme identify the tools
used in that programme. Note the new tools.

2.8 LET US SUM UP

• In this unit we have discussed various issued related to professional
development. Professional development is a continuous process that
adds value throughout a teacher’s career. Professional development is
38
 most effective when the teacher conducts himself/herself through Continuing Professional
reflective practice and judges the value of training and development Development: Some Issues
activity in terms of its impact on teaching and supporting learning.
• It is important to develop a plan for professional development as it will
encourage us to address our professional self-improvement activities in
a positive manner.
• The professional development model designed by Jones and Lowe has
four phases: Initiating phase (Reflective), Planning phase (Reflective),
Managing phase (Active) and Evaluative phase (Reflective after the
fulfillment of plan). Each phase is accomplished by addressing a series
of steps.
• You can manage your professional development activities. You should
make plan in advance.
• Continuing professional development is a method of ensuring that you
achieve the right abilities to do your job and maintain or enhance your
expertise. It embraces everything that you do to improve, your job
performance and ‘lifelong employability’.
• The activities that may enhance your professional growth may include
lectures, attending orientation progrtammes, round-tables, workshops,
seminars, conferences, independent study of print and non-print
materials, conducting research, consultation with peers and experts, and
so on.
• Effective professional development accomplishes many goals.
• Professional development for teachers is an important issue for using
technology effectively for the benefit of the students. Professional
development for technology use may help the teachers to integrate new
technology into the specific subject area and enhance not only teaching
skills, but assessment and evaluation and managerial skills also.
• Evaluation should be built in the professional development programme
during the planning stage. It may consist of three types: pre-formative
evaluation, formative evaluation, and summative evaluation
• Professional development in e-learning for the teachers and academics
is the priority for open distance learning institutions.
• The teachers in open distance learning need to develop knowledge of
pedagogy as it applies to online environment and knowledge of
effective and appropriate software, hardware, and networking.
• Online resources may be classified into five elements/tools viz.,
orientation and organization tools, learning activity tools, interaction
and collaborative tools, support tools, and analytic tools that can form
the basis to further develop online professional development
programmes in any professional area.

2.9 REFERENCES
Alexander, S. & Mckenzie, J. (1998). An evaluation of information technology projects for
university learning. ACT: Commonwealth of Australia.
Atherton, J. S. (2010). Learning and Teaching; Experiential Learning [On-line] UK:
Available: http://www.learningandteaching.info/learning/experience.htm
Accessed: 10 July 2010. 39
Online Training Boyt, T. E., Lusch, R. F., Naylor, G. (2001). The role of professionalism in determining
job satisfaction in professional services: a study of market researchers. Journal of
Service Research, 3 (4), 321-330.
Cook, C. J., Fine, C. & Sparks, D. (1996). Critical issues: realizing new learning for all
students through professional development (online) Available: http://www.ncrel.org/
sdrs/areas/issues/educatrs/profdevl/pd200.htm Accessed on 29 June, 2010.
Dearn, J., Fraser, K., & Ryan, Y. (2002). Professionalisation of university teaching: A
global concern for education development. Paper presented at the conference:
Spheres of Influence: Ventures and Visions in Educational Development. University of
Western Australia.
Donnelly, R. & O’Farrell, C. (2006). Constructivist e-learning for staff engaged in
continuous professional development. In J. O’Donoghue (ed.) Technology
Supported Learning and Teaching-A Staff Perspective (pp. 146-159). London:
Information Science Publishing
Fine, C. (1994). Breaking out of the egg crates: Redesigning professional roles and
relationships. Evanston, IL: Doctoral Dissertation on file at National-Louis
University.
Goodyear, P., Salmon, G., Spector, J. M., Steeples, C & Tickner, S. (2001).
Competencies for online teaching: A special report. Educational Technology
Research and Development, 49(1), 65-72.
Guskey, T. R. (1998). The age of our accountability. Journal of staff development, 19(4),
36-44.
Guskey, T. R. (1999). Evaluating Professional Development, USA:Crowin Press.
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