A Study of Synchronous, Online Professional Development Workshops for Graduate Students and Postdocs Reveals the Value of Reflection and Community Building
A Study of Synchronous, Online Professional Development Workshops for Graduate Students and Postdocs Reveals the Value of Reflection and Community Building
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DOI：
10.1007/s10755-019-9470-6
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发表时间：
2019-10-01
影响因子：
2.2
通讯作者：
Goldberg, Bennett B.
中科院分区：
文献类型：
--
作者：
Hokanson, Sarah Chobot;Grannan, Sharisse;Goldberg, Bennett B.
高等教育专业发展活动和项目的设计者普遍认为，研讨会学习成果和学习者创造的材料是研究生和博士后学者参与这些活动所看重的。我们为在线同步研讨会创建了一个新的结构，它集成了主动学习、参与者反思和技能发展。我们的设计是基于这样的假设，即参与者重视他们所做的工作和他们在我们的在线研讨会上创建的材料。在我们的评估中，我们检查了学生自我报告的行为和态度变化以及对专业发展的看法。我们了解到，与会者认为他们的社区意识和反思的机会是讲习班的重要因素。我们发现，这些工作坊增加了学生的自我反思实践和技能培养过程。与会者建议，讲习班应将主动学习和技能应用与深思熟虑的反思和社区建设结合起来，以增加长期变革的潜力。
Designers of professional development activities and programs within higher education generally believe workshop learning outcomes and learner-created materials are what graduate students and postdoctoral scholars value from participating in these activities. We created a new structure for online synchronous workshops that integrates active learning, participant reflection, and skill development. Our design was informed by the hypothesis that participants value the work that they do and the materials they create during our online workshops. In our evaluations we examined students' self-reported behavioral and attitudinal changes and perspectives on professional development. We learned that participants considered their sense of community and opportunities for reflection to be valued elements of the workshops. We found that these workshops added to students' self-reflective practices and skill-building processes. Participants suggested that workshops should integrate active learning and skills application with deliberate reflection and community building to increase the potential for long-term change.