Shifting digital, shifting context: (re)considering teacher professional development for online and blended learning in the COVID-19 era
Open accessAbstract
This paper is in response to the manuscript entitled, "Improving teacher professional development for online and blended learning: A systematic meta-aggregative review" (Philipsen et al. in Educ Technol Res Dev 67:1145-1174, 2019) from a research perspective. The impact of this study is that it resulted in a guiding framework for teacher professional development (TPD) for online and blended learning (OBL). The basis of this study may be applied to explore the quick shift to digital teaching and learning amidst the COVID-19 pandemic. 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. The application of the methodology in this study combined with quick response research approaches (Quarantelli, in: Stallings (ed) Methods of disaster research, Philadelphia, Xlibris, 2002) could potentially extend the Philipsen et al. (Educ Technol Res Dev 67:1145-1174, 2019) TPD framework to address educator preparation for successful professional practice in online and blended environments in times of crisis.
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Technological support, when disconnected from actual course practice, readily leads to fragmented learning; embedded, contextualized, and feedback-driven forms of development are more effective in helping new faculty move from operational competence to pedagogical competence.
“Studies indicate that technological support, when disconnected from actual course practice, readily leads to fragmented learning; by contrast, embedded, contextualized, and feedback-driven forms of development are more effective in helping new faculty move from operational competence to pedagogical competence (9, 10).”
From Reframing faculty development for digital transformation and generative AI in higher education (2026) · cites this paper as [10]
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Maslow, A. H. (1962) · D Van Nostrand eBooks · doi:10.1037/10793-000 · Cited by 7,200 · see citing works
Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019) · Educational Technology Research and Development · doi:10.1007/s11423-019-09645-8 · Cited by 391 · see citing works
The role of context in learning and instructional design
Tessmer, M. A., & Richey, R. C. (1997) · Educational Technology Research and Development · doi:10.1007/bf02299526 · Cited by 277 · see citing works
(2020) · Cited by 245 · see citing works
Stallings, R. A. (2003) · Cited by 182 · see citing works
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Blended Learning for Academic Resilience in Times of Disaster or Crisis
Mackey, J., Gilmore, F., Dabner, N., Breeze, D., & Buckley, P. (2012) · UC Research Repository (University of Canterbury) · Cited by 65 · see citing works
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Research works printed but not linked: 1
- Richardson, V. (2007). Teacher renewal: What is it? How is it engendered. In Teacher induction, mentoring, and renewal: Proceedings of the academic symposium (pp. 77–90).
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Garone, A., Bruggeman, B., Philipsen, B., Pynoo, B., Tondeur, J., & Struyven, K. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-10928-6 · Cited by 28 · see citing works
Reframing faculty development for digital transformation and generative AI in higher education
Hou, Z., Chen, J., & Zhang, H. (2026) · Frontiers in Medicine · doi:10.3389/fmed.2026.1864520
“…technological support, when disconnected from actual course practice, readily leads to fragmented learning; by contrast, embedded, contextualized, and feed-back-driven forms of development are more effective in helping new faculty move from operational competence to pedagogical competence (9, 10).”
- Authors
- Lockee, B. B.
- Affiliations
- Virginia Tech (US)
- Corresponding author
- Lockee, Barbara B.
- ORCID
- Lockee, Barbara B.
- Venue
- Educational Technology Research and Development
- Published
- 2020-10-06
- Volume
- 69
- Issue
- 1
- Pages
- 17-20
- ISSN
- 1042-1629 (ISSN-L)
- 1556-6501
- PMC
- PMC7537770
- OpenAlex
- W3092455210
- Cited by
- 124
- References
- 13
- Citations by year
- 2026: 8 · 2025: 7 · 2024: 12 · 2023: 32 · 2022: 36 · 2021: 28 · 2020: 1
- FWCI
- 36.75
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Educational Technology Research and Development (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Education during COVID-19 pandemic
- Keywords
- teacher professional development, online learning, blended learning, COVID-19 pandemic, digital teaching, teacher preparation, crisis education, professional practice
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