Large-scale Online Science and Engineering Professional Learning for Rural Elementary Teachers
Abstract Online professional learning (PL) is widely used to help rural teachers overcome geographical isolation and access quality teacher professional learning. Although there are a handful of studies examining the effectiveness of online PL, much of the existing research includes rural teachers without specifically focusing on what effective online PL means for them. In particular, the research offers limited guidelines on designing effective large-scale online PL programs for rural teachers. Therefore, this study captures the experiences of rural teachers with a large-scale online PL program for teaching science and engineering in their contexts and suggests guidelines for designing effective online PL in STEM for rural teachers.
Authors
- Min Jung Lee (ORCID: https://orcid.org/0000-0002-5488-7626)
- Meghan Macias (ORCID: https://orcid.org/0000-0001-6102-3546)
- Martha Inouye (ORCID: https://orcid.org/0000-0003-4925-1321)
- Ryan Summers
- Rebekah Hammack (ORCID: https://orcid.org/0000-0002-8621-1006)
- Julie Robinson (ORCID: https://orcid.org/0000-0002-5914-7205)
- Maria Zaman (ORCID: https://orcid.org/0000-0001-7046-5186)
- Tuğba Boz (ORCID: https://orcid.org/0000-0002-8020-127X)
Institutions
- University of Wyoming (US)
- Wested (US)
- Purdue University West Lafayette (US)
- University of North Dakota (US)
Publication Details
- Journal
- Research in Science Education
- Published
- 2025-10-14
- DOI
- https://doi.org/10.1007/s11165-025-10300-x
- Primary Topic
- Engineering Education and Curriculum Development
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- National Science Foundation