2019/11/26 by Jennifer Catharine Evans, Jennifer Evans, Hennie Yip +4 · 1 citation
Social Sciences · #Evaluation of Teaching Practices #Online and Blended Learning #Reflective Practices in Education
paper · doi:10.1080/07294360.2019.1685943
openalex publication_date 2019/11/26 · openalex created_date 2025/10/10 · openalex updated_date 2026/05/20
Online learning has become a ubiquitous part of the educational landscape and how teachers are supported in developing approaches to teaching online is a fundamental aspect of the students’ learning experience. Based on the implementation of a professional development course on becoming an online teacher offered in a blended learning mode at one university in Hong Kong, this article proposes that offering this type of professional development in a blended mode is very effective in facilitating enhanced usage of the university’s learning management system. In a blended mode, teachers are actively engaged with blended learning and were found to make more extensive use of features/tools in Blackboard after they attended the professional development course. Results support that offering professional development in a blended mode provides teachers with an authentic student perspective, at the same time as they take guided steps in the teacher’s role in blended learning.