The COVID-19 mandated shift to digital teaching created learning and performance contexts so different that the Philipsen et al. TPD-for-OBL framework's applicability may be limited¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? TPD for OBL needs may currently differ because teachers are experiencing appreciably different learning and performance contexts related to the mandated shift in professional practice, so the framework's resulting limitation is potential. → Barbara B. Lockee 2021

Evidence¶

Barbara B. Lockee 2021¶

Barbara B. Lockee. (2021). Shifting digital, shifting context: (re)considering teacher professional development for online and blended learning in the COVID-19 era. Education Tech Research Dev 69. https://doi.org/10.1007/s11423-020-09836-8

q1 · i? · theoretical · r2

The author's interpretive argument (type e) in the abstract: the framework is flagged as potentially limited because "teachers are experiencing appreciably different learning and performance contexts" under the mandated shift. No data are offered for this assertion.

"A potential limitation of the resulting framework in this study is that TPD for OBL needs may currently differ, as teachers are experiencing appreciably different learning and performance contexts related to the mandated shift in professional practice to address continuity of instruction."

Discussion¶

Related Claims¶

• The Philipsen et al. framework of TPD components for online and blended learning is biased toward higher education settings — related
• The pandemic made professional learning about online and blended learning immediately relevant and highly sought after by teachers who had previously been difficult to persuade to prioritise it — a narrower finding that bears on this claim
• The transition to OBL delivery may situate many teachers as novice learners needing to focus exclusively on context, curriculum, and students — a narrower finding that bears on this claim
• The rapid shift to OBL affected teacher emotion and motivation, which are connected to teacher learning about OBL — a narrower finding that bears on this claim
• Compared to pre-Covid frameworks, HeDiCom foregrounds online and blended learning design and discipline-specific professional digital literacy — related
• The Philipsen et al. framework findings can be applied to guide TPD for recovery and a resilient education system — related
• The Philipsen et al. framework functions as a model of inquiry for examining TPD for OBL strategies in crisis contexts — related
• Seven responses to Philipsen et al.'s study offer valuable ideas and guidelines for developing TPD for OBL in times of crisis — related
• The study's applicability is limited by its optional app positioning and single-course, single-university setting — related
• International organisations UNESCO and ILO identify teacher professional development for online and blended learning as a priority, per this response — related