UCLA

Online learning has grown exponentially in higher education during the past decade--and the trend is flourishing in public high schools. It has become a desirable alternative for busy high school students, as it offers flexibility and an alternative learning environment. This expansion to online has necessitated teachers to move to an electronic setting, many of who are veterans of the brick-and-mortar classroom. Most of these teachers have vast face-to-face teaching experience but have not had the proper training to teach online. This high demand for online teachers and the lack of training has resulted in mixed outcomes for online course takers. The purpose of this study was to get online teachers' perspectives about their needs for professional development for online pedagogy.

This study was conducted as a qualitative action research project to gain teacher perspective on their perception and experience in developing and participating in an online professional development for online pedagogy. Data was collected through interviews, action research group meetings, and an interactive online website, while the teachers participated in the professional development. The study revealed that teachers responded positively to professional development but need an ongoing program. Additionally, teachers need one another to support and collaborate about online strategies as well as active involvement from the administration.

Online learning continues to grow, and providing teachers with the proper training and professional development with time to collaborate is a solution to sustain rigorous and successful online course offerings.