What makes online professional development effective? The effect of quality characteristics on teachers’ satisfaction and changes in their professional practices
Open accessAbstract
The number of online professional development (PD) activities for teachers has increased over the past decade. While there is evidence on characteristics of effective face-to-face PD, little is known about the quality of online PD activities. The present study investigates the quality of online PD activities as perceived by teachers, and the association of PD quality with teachers' satisfaction and their changes in practice. The study is based on survey data from N = 387 teachers who participated in a formal online PD activity. Our results indicate high levels of cognitive activation, as well as high clarity and structure of the online PD activity, and moderate levels of collaboration among participants in online PD. While all quality characteristics predict teachers' satisfaction, only cognitive activation and collaboration in online PD predict changes in teachers’ professional practices.
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Online professional development activities for (school) teachers have increased in recent years.
“This is in line with the increase in online professional development activities for (school) teachers in recent years, and studies have indicated teachers' satisfaction with online professional development (Bichler et al., 2021; Meyer et al., 2023; Mulaimović et al., 2024).”
From Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs (2024) · cites this paper as Meyer et al., 2023
Teachers are satisfied with online professional development.
“This is in line with the increase in online professional development activities for (school) teachers in recent years, and studies have indicated teachers' satisfaction with online professional development (Bichler et al., 2021; Meyer et al., 2023; Mulaimović et al., 2024).”
From Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs (2024) · cites this paper as Meyer et al., 2023
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Towards Success Factors for Informatics Modules in Teacher Education
Brinda, T., Diethelm, I., Ferdinand, R., Kramer, M., & Schmitz, D. (2025) · IFIP advances in information and communication technology · doi:10.1007/978-3-031-88744-4_15
Computer Science for All: Teacher Training for In-Service Teachers
Cichalla, A., Gebhardt, L., Michaeli, T., & Romeike, R. (2025) · IFIP advances in information and communication technology · doi:10.1007/978-3-031-88744-4_17
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Shaping the Self-Efficacy of Pre-service Teachers for Emerging Technologies
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Creating Accessible and Equitable Learning Opportunities for Teachers of Multilingual Learners
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Desarrollo Profesional Docente Online: El Papel Crucial del Facilitador en un Contexto Complejo
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Teacher Characteristics Shape Engagement and Outcomes in Online Professional Learning Environments
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Assessing Online Writing Professional Development with Video-Based Simulations
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Immersive experiences in agriculture for STEM teachers
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Retaining Teachers: The Impact of Distributed Leadership on Teacher Resignation Intention
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- Authors
- Meyer, A., Kleinknecht, M., & Richter, D.
- Affiliations
- University of Potsdam (DE)
- Leuphana University of Lüneburg (DE)
- Corresponding author
- Meyer, André
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2023-07
- Volume
- 200
- Pages
- 104805
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W4362696523
- Cited by
- 76
- References
- 79
- Citations by year
- 2026: 24 · 2025: 20 · 2024: 29 · 2023: 3
- FWCI
- 56.32
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Computers & Education (publishedVersion, cc-by-nc-nd)
- Multilingual Matters (Channel View Publications) (submittedVersion, cc-by-nc-nd)
- Funders
- Bundesministerium für Bildung und Forschung (01JD1825A-B)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- online professional development, teacher professional development, teacher job satisfaction, cognitive activation, collaboration, teacher learning
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