A Comparative Analysis of Online and Face-to-Face Professional Development Models for CS Education
A Comparative Analysis of Online and Face-to-Face Professional Development Models for CS Education
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计算机科学教育在线与面对面专业发展模式的比较分析
DOI：
10.1145/3017680.3017784
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Bush, Jeffrey B.
中科院分区：
文献类型：
--
作者：
Webb, David C.;Nickerson, Hilarie;Bush, Jeffrey B.
本文比较了75名K-12教师的学生成果，他们参加了在线，混合或面对面的专业发展设计，以支持教师在常规学校实施编程课程。调查结果是基于两年内从4，832名学生收集的调查答复。只有一个例外，结果显示，没有负面的学生结果时，比较学生调查结果从教师谁参加了在线专业发展相比，学生的教师谁参加了面对面的专业发展。然而，那些有老师参与面对面专业发展的学生，对在家里设计自己的游戏表现出了更大的兴趣。这些结果表明，在线专业发展，旨在支持K-12教师课堂实施CS教育课程是一个可行的模式，就学生的成果。CS教育的在线课程设计的建议进行了讨论。
This paper compares student outcomes from 75 K-12 teachers who participated in either online, blended, or face-to-face professional development design to support teacher implementation of a programming curriculum during the regular school day. The results are based on survey responses collected over two years from 4,832 students. With only one exception, the results showed no negative student outcomes when comparing student survey results from teachers who participated in online professional development compared to students of teachers who participated in face-to-face professional development. Students who had teachers who participated in face-to-face professional development, however, expressed stronger interest in designing their own games at home. These results suggest that online professional development that is designed to support K-12 teacher classroom implementation of CS education curricula is a viable model with respect to student outcomes. Recommendations for the design of online curricula for CS education are discussed.
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