A response to an article entitled "Improving teacher professional development for online and blended learning: a systematic meta-aggregative review".
A response to an article entitled "Improving teacher professional development for online and blended learning: a systematic meta-aggregative review".
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DOI：
10.1007/s11423-020-09844-8
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
An Y
中科院分区：
文献类型：
--
作者：
An Y
本文从实践的角度回顾了题为“改善教师在线和混合学习的专业发展：系统的元聚合评论”（Philipsen in Educ Technol Res Dev 67：1145-1174，2019）的文章。Philipsen（Educ Technol Res Dev 67：1145-1174，2019）进行了一项系统的元聚合审查，目标是教师在线和混合学习的专业发展。本文总结了他们的研究的主要结果，并讨论了研究结果的价值，以及如何将其应用于准备K-12教师的在线和混合式学习。最后，本文也讨论了本研究的局限性和对未来研究的建议。
This response reviews the article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review” (Philipsen in Educ Technol Res Dev 67:1145–1174, 2019) from a practice perspective. Philipsen (Educ Technol Res Dev 67:1145–1174, 2019) conducted a systematic meta-aggregative review that targets teacher professional development for online and blended learning. This paper summarizes the key findings of their study and discusses the value of the findings and how they could be applied to prepare K-12 teachers for online and blended learning. Limitations of the study and suggestions for future research are also discussed.
DOI：
10.1097/xeb.0000000000000062
发表时间：
2015-09-01
影响因子：
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作者：
Lockwood, Craig;Munn, Zachary;Porritt, Kylie
通讯作者：
Porritt, Kylie
影响因子：
3.8
作者：
Hannes, Karin;Lockwood, Craig
通讯作者：
Lockwood, Craig
影响因子：
7
作者：
Wang, Yuping;Chen, Nian-Shing;Levy, Mike
通讯作者：
Levy, Mike