Improving teacher professional development for online and blended learning: a systematic meta-aggregative review
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The pilot findings support Philipsen et al. (2019)'s finding that working with known colleagues in online or blended courses was preferred by teachers and enabled different kinds of peer support.
“It also supports the finding of Philipsen et al. (2019) that working with known colleagues in online or blended courses was preferred by teachers and enabled different kinds of peer support.”
From Using personalized support & school-based study groups to increase teachers’ participation in MOOCs: Findings from two European pilot projects (2021) · cites this paper as Philipsen et al. (2019)
Learning in an online or blended environment with familiar colleagues present was perceived to be of key importance to participating teachers and enabled different support mechanisms, including peer support.
“Furthermore, Philipsen et al.'s findings show that learning in an online or blended environment with familiar colleagues present, was perceived to be of key importance to the participating teachers and enabled different support mechanisms, including peer support (Philipsen et al., 2019).”
From Using personalized support & school-based study groups to increase teachers’ participation in MOOCs: Findings from two European pilot projects (2021) · cites this paper as Philipsen et al., 2019
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- Authors
- Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C.
- Affiliations
- Vrije Universiteit Brussel (BE)
- Corresponding author
- Philipsen, Brent
- Venue
- Educational Technology Research and Development
- Published
- 2019-01-28
- Volume
- 67
- Issue
- 5
- Pages
- 1145-1174
- ISSN
- 1042-1629 (ISSN-L)
- 1556-6501
- OpenAlex
- W2914212718
- Cited by
- 391
- References
- 67
- Citations by year
- 2026: 92 · 2025: 51 · 2024: 45 · 2023: 70 · 2022: 65 · 2021: 43 · 2020: 18 · 2019: 7
- FWCI
- 83.34
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Educational Technology Research and Development (publishedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion)
- VUBIR (Vrije Universiteit Brussel) (submittedVersion)
- Funders
- Agentschap voor Innovatie door Wetenschap en Technologie (140029)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Teacher Education and Leadership Studies
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- teacher professional development, online learning, blended learning, teaching methods, in-service teachers, teacher educators, visual framework, action recommendations
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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