Online PD

Following the emergency remote teaching that we all experienced several years ago, many of us continue to teach online and in blended/hybrid formats. In pursuit of continuous improvement, I would like to share a recent article entitled, “Research  in  Online  Teacher  Professional  Development (PD): A  Systematic  Mapping  Review” by Stavement (2025). 

The field of online teacher PD (OTPD) has grown significantly, providing teachers with flexible, accessible opportunities to enhance skills. The authors of this paper conducted a systematic mapping review to provide an overview of the OTPD. They searched three major databases—Scopus, Web of Science, and EBSCO Education Source—for peer-reviewed literature published between 2012 and 2022, yielding 115 articles for final analysis.

Key Findings

The review identified two primary formats:

• Online-only formats (n=66): Primarily spanning several months or weeks

• Blended learning (BL) formats (n=47): Combining online and face-to-face sessions

Most courses combined asynchronous and synchronous phases, with exclusively synchronous or asynchronous courses being rare.

The dominant pedagogical approaches included:

1. Collaborative learning (n=92): Learning communities, discussions, and peer teaching.

2. Active engagement (n=90): Hands-on, research activities and project-based learning.

3. Cognitive models (n=86): Examples and discovery learning via active experimentation.

4. Critical thinking and reflection: Learning processes, teaching practices and peer learning experiences.

Adaptive learning strategies were found in only five courses, including AI-supported personalized learning systems designed to accommodate diverse teacher needs.

About half of the analyzed courses featured guidance by at least one instructor (n=61). Instructor roles included:

• Diagnosis (n=40): Providing feedback, assessment, and identifying learning difficulties

• Support (n=36): Scaffolding, coaching, mentoring, and answering questions

• Organization (n=28): Planning, implementation, and task coordination

• Motivation (n=11): Encouraging participation and application

• Active participation (n=6): Engaging in discussions and co-teaching

The most frequently used technologies included:

1. Discussion forums (n=60): Used to stimulate collective exchange, facilitate communication with instructors, and address issues in group settings.

2. Digital texts (n=61): Task-oriented texts, articles, and course-related information.

3. Videos (n=71): Tutorials, demonstrations, and recordings of applying content.

4. Digital platforms (n=73): Learning management systems formed the tech backbone.

5. Assessment tools (n=51): Digital tests, and in rare cases digital badging systems.

More innovative technologies, such as VR, AR, and AI, were described less frequently.

This systematic mapping review provides valuable insights into the design elements of successful OTPD programs. The findings suggest that effective OTPD emphasizes collaborative learning, active engagement, and critical reflection, supported by educational technologies and meaningful instructor facilitation. For educators and administrators designing OTPD programs, this research highlights the importance of thoughtful integration of technology with pedagogical approaches that promote teacher agency and practical application of learning.

References

Stavermann,  K.  (2025).  Research  in  Online  Teacher  Professional  Development: A  Systematic  Mapping  Review. International  Journal  of  Emerging Technologies in Learning (iJET) , 20(1), pp. 47–67. https://doi.org/10.3991/ijet.v20i01.53643