Özet:
This study examined the International Education and Resource Network Science
Technology and Math (iEARN-STM) online professional development course.
The study used the constructivist framework as the conceptual model to examine
the way in which the constructivist theory has shaped the design and
implementation of the course, as reflected by the interactions of a cohort of
participants in the course. The participants were 28 educators enrolled in the
course, who were either teacher educators or teachers, working in different
educational institutions in different countries throughout the world. The purpose
of the study was to understand how the iEARN online professional development
course supported teachers’ learning through effective discourse in an online
environment and to identify the constructivist learning principles that were behind
the success of the course. The design of the course appeared to have a positive
impact on participants’ collaboration with peers. Results of the study confirms
earlier research findings that the constructivist approach to course design and
delivery provides a powerful structure for creating learning environments
conducive to the development of professional skills among educators. Results of
this study can be used to assist professional development coordinators and
administrators to plan effective professional development. The results of the study
are also expected to contribute to improvements in the design of professional
development course content, instruction, delivery and administration, focusing on
factors such as program model, delivery, contextual factors or best practices.
