Year: 2025
Type: article
Study design: Observational Study
Abstract: The rapid shift from traditional classroom teaching to online and hybrid learning environments has highlighted the need for effective professional development (PD) programs to support educators. This study aims to identify the key PD needs of educators adapting to various modes of teaching delivery, evaluate the effectiveness of current PD programs, and offer recommendations for improvement. Using a quantitative survey design, data were collected from 56 educators at S College in China. The findings reveal that educators prioritize customized PD programs, collaborative learning opportunities, and ongoing support to address challenges such as technology integration, online course design, and student engagement. While current PD programs are generally effective, there is a need for greater alignment with educators' specific needs and more sustained support. The study concludes with actionable recommendations, including the development of learner-centered PD initiatives, the promotion of collaborative learning, and the provision of continuous professional support. These recommendations are grounded in the theoretical frameworks of Andragogy, Social Learning Theory, and Experiential Learning Theory, offering valuable insights for institutions aiming to enhance teaching quality in digital learning environments. This study contributes to the broader discourse on online education by addressing critical gaps in PD and providing practical strategies to support educators in the evolving landscape of higher education.
DOI: 10.54097/kab64919
Author: Jiayang Chen
Institution: University of Baguio
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4407833078