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E-Professional Development and Rural Teachers: Finding the Blend

E-Professional Development and Rural Teachers: Finding the Blend
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Author(s): Andrew Kitchenham (University of Northern British Columbia, Canada)
Copyright: 2009
Volume: 1
Issue: 3
Pages: 16
Source title: International Journal of Mobile and Blended Learning (IJMBL)
Editor(s)-in-Chief: David Parsons (The Mind Lab by Unitec, New Zealand) and Kathryn Mac Callum (University of Canterbury, Christchurch, New Zealand)
DOI: 10.4018/jmbl.2009092204


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This paper describes the outcomes of a study on teacher supply and demand issues in Northern Canada. Using questionnaires and interviews, participants were asked to comment on professional development models currently used and models to be considered. In particular, comments on the use of blended learning as a viable method of e-professional development model were favorable. In subsequent research to follow up those comments, the researcher provided professional development model exemplars and asked the participants to discuss the advantages and disadvantages for rural teaching professionals. The researcher argues that the chosen blended learning model is superior to others as it is based on adult-learning principles. The results of this study are promising as the majority of participants chose blended learning as their primary choice for professional development.

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