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¶

Claim · All claims
Evidence · 1 study · design r1 · q2
Currency · newest study 2021 · checked against its sources 2026-10-29 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Teacher attitudes to professional learning about OBL changed during the pandemic: previously difficult to prioritise, it became immediately relevant and highly sought after. → Abaci 2021

Evidence¶

Abaci 2021¶

Abaci, S., Robertson, J., Linklater, H., & McNeill, F. (2021). Supporting school teachers' rapid engagement with online education. Education Tech Research Dev, 69, 29-34. https://doi.org/10.1007/s11423-020-09839-5

q2 · i? · design · r1

Authors' observation (SF4 section) as experienced teacher educators running the webinar series: demand for TPD about digital learning shifted from low priority to "immediately relevant and highly sought after" during the pandemic. No quantitative measure is reported.

"Previously, it had been difficult to persuade teachers to prioritise their time for TPD about digital learning; during the pandemic it was immediately relevant and highly sought after"

Discussion¶

Related Claims¶

• Schools that had previously invested in technology and professional development for digital learning responded more quickly to the shift to online teaching during COVID-19 closures — related
• The Philipsen et al. framework of TPD components for online and blended learning is biased toward higher education settings — related
• Training providers and instructors faced logistical challenges moving in-person apprenticeship training online but adapted quickly — related
• 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 — a broader claim this one bears on
• The rapid shift to OBL affected teacher emotion and motivation, which are connected to teacher learning about OBL — a broader claim this one bears on
• Prepandemic professional development helped teachers face the pandemic, but pandemic-era compulsory training caused work overload and did not differentiate competency levels — related
• Seven responses to Philipsen et al.'s study offer valuable ideas and guidelines for developing TPD for OBL in times of crisis — related
• Tabor argues the Own it, Learn it, Share it framework can be applied immediately to support districts' rapid pivot to online learning — related
• Rapid shifts to digitally-based learning and instruction are often made without properly preparing instructors or developing support structures for them or for learners — related
• Lack of online-teaching training constrains teachers' ability to apply the framework, per cited literature — related
• International organisations UNESCO and ILO identify teacher professional development for online and blended learning as a priority, per this response — related