Learning Engagement in Online Professional Development Program: Indonesian University Lecturers’ Insights
Keywords:
Behavioral Engagement, Cognitive Engagement, Emotional Engagement, Learning Engagement, Online TrainingAbstract Online professional development (PD) programs have become integral to educators' lifelong learning, offering opportunities for continuous improvement beyond traditional face-to-face training. However, research is scarce addressing the behavioral, emotional, and cognitive dimensions of engagement in online programs tailored for higher education professionals. This study aims to investigate the extent to which online professional development programs contribute to Indonesian university lecturers' behavioral, emotional, and cognitive engagements. This research used a mixed method with a sequential explanatory design. The participants of this study are 555 university lecturers from diverse universities in Indonesia, both private and state universities, who attended an online training for improving basic skills in instructional techniques held by Universitas Muhammadiyah Prof. Dr. Hamka, Jakarta, Indonesia. The instruments used were the questionnaire distributed to all the participants and a semi-structured interview for selected participants. Data analysis included a descriptive analysis for quantitative data and a thematic analysis for qualitative data. The study results show that online PD programs can foster decisive behavioral, emotional, and cognitive engagements among Indonesian university lecturers. Qualitatively, it also unveils positive motivations in pedagogical aspects. Thus, it is recommended that online training for lecturers should be the program offered to lecturers in Indonesia to improve their professionalism, mainly in the teaching aspects continually.
Downloads
References
Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 31(2), 863–875. https://doi.org/10.1080/10494820.2020.1813180
Al-Obaydi, L. H., Shakki, F., Tawafak, R. M., Pikhart, M., & Ugla, R. L. (2023). What I know, what I want to know, what I learned: Activating EFL college students’ cognitive, behavioral, and emotional engagement through structured feedback in an online environment. Frontiers in Psychology, 13, 1083673. https://doi.org/10.3389/fpsyg.2022.1083673
Almazova, N., Krylova, E., Rubtsova, A., & Odinokaya, M. (2020). Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective. Education Sciences, 10(12), 368. https://doi.org/10.3390/educsci10120368
Anene, I. A., & Idiedo, V. O. (2023). Librarians participation in professional development workshops using Zoom in Nigeria. Information Development, 39(1), 36–45. https://doi.org/10.1177/02666669211026714
Apoko, T. W. (2023). EFL Preservice Teachers’ Intrinsic Motivation in Writing Essays in a Blended Learning Environment. VELES (Voices of English Language Education Society), 7(1), 126–134. https://doi.org/https://doi.org/10.29408/veles.v7i1.7838
Apoko, T. W., & Cahyono, B. Y. (2024). In-service English teachers’ motivations in the Indonesian teacher profession education program. International Journal of Evaluation and Research in Education (IJERE), 13(4), 2639. https://doi.org/10.11591/ijere.v13i4.28442
Apoko, T. W., & Sya’ban, M. B. A. (2022). The impact of online learning implementation on satisfaction, motivation, quality of the learning process, and student learning outcomes. AL-ISHLAH: Jurnal Pendidikan, 14(4), 5923–5932.
Asif, N., Vertejee, S., & Lalani, S. (2015). Interaction and Cognitive Engagement in Online Discussions in Professional Development Leadership and Management Course at a Private Nursing Institution. Journal of Education and Training Studies, 3(6), 271. https://doi.org/10.11114/jets.v3i6.1024
Bates, M. S., Phalen, L., & Moran, C. (2016). Online professional development. Phi Delta Kappan, 97(5), 70–73. https://doi.org/10.1177/0031721716629662
Bowden, J. L.-H., Tickle, L., & Naumann, K. (2021). The four pillars of tertiary student engagement and success: a holistic measurement approach. Studies in Higher Education, 46(6), 1207–1224. https://doi.org/10.1080/03075079.2019.1672647
Cents-Boonstra, M., Lichtwarck-Aschoff, A., Denessen, E., Aelterman, N., & Haerens, L. (2021). Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours. Research Papers in Education, 36(6), 754–779. https://doi.org/10.1080/02671522.2020.1767184
Creswell, J. W. C. J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches. In Sage (5th ed., Vol. 53, Issue 9). Sage. http://www.elsevier.com/locate/scp
Curtis, A. (2017). Online Professional Development. In The TESOL Encyclopedia of English Language Teaching (pp. 1–7). Wiley. https://doi.org/10.1002/9781118784235.eelt0653
Deng, R. (2021). Emotionally Engaged Learners Are More Satisfied with Online Courses. Sustainability, 13(20), 11169. https://doi.org/10.3390/su132011169
Dille, K. B., & Røkenes, F. M. (2021). Teachers’ professional development in formal online communities: A scoping review. Teaching and Teacher Education, 105, 103431. https://doi.org/10.1016/j.tate.2021.103431
Dolighan, T., & Owen, M. (2021). Teacher efficacy for online teaching during the COVID-19 pandemic. Brock Education Journal, 30(1), 95. https://doi.org/10.26522/brocked.v30i1.851
Dunn, T. J., & Kennedy, M. (2019). Technology Enhanced Learning in higher education; motivations, engagement and academic achievement. Computers & Education, 137, 104–113. https://doi.org/10.1016/j.compedu.2019.04.004
Fairman, J. C., Smith, D. J., Pullen, P. C., & Lebel, S. J. (2022). The challenge of keeping teacher professional development relevant. In Leadership for Professional Learning (pp. 251–263). Routledge. https://doi.org/10.4324/9781003357384-17
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
Flinders, D. J. (2010). Curriculum and Teaching Dialogue: Vol. 12# 1 & 2. IAP.
Fredricks, J. A., Reschly, A. L., & Christenson, S. L. (2019). Handbook of student engagement interventions: Working with disengaged students. Academic Press.
Fütterer, T., Richter, E., & Richter, D. (2024). Teachers’ Engagement in Online Professional Development—The Interplay of Online Professional Development Quality and Teacher Motivation. In Zeitschrift für Erziehungswissenschaft (pp. 1–30). Springer. https://doi.org/10.31219/osf.io/rsgwb
Halverson, L. R., & Graham, C. R. (2019). Learner Engagement in Blended Learning Environments: A Conceptual Framework. Online Learning, 23(2), 145–178. https://doi.org/10.24059/olj.v23i2.1481
Heilporn, G., Lakhal, S., & Bélisle, M. (2021). An examination of teachers’ strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education, 18(1), 25. https://doi.org/10.1186/s41239-021-00260-3
Hew, K. F. (2016). Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), 320–341. https://doi.org/10.1111/bjet.12235
Hollister, B., Nair, P., Hill-Lindsay, S., & Chukoskie, L. (2022). Engagement in Online Learning: Student Attitudes and Behavior During COVID-19. Frontiers in Education, 7, 851019. https://doi.org/10.3389/feduc.2022.851019
Hussain, M., Zhu, W., Zhang, W., & Abidi, S. M. R. (2018). Student Engagement Predictions in an e-Learning System and Their Impact on Student Course Assessment Scores. Computational Intelligence and Neuroscience, 2018(1), 1–21. https://doi.org/10.1155/2018/6347186
Jacob, T., & Centofanti, S. (2024). Effectiveness of H5P in improving student learning outcomes in an online tertiary education setting. Journal of Computing in Higher Education, 36(2), 469–485. https://doi.org/10.1007/s12528-023-09361-6
Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773. https://doi.org/10.1080/03075079.2011.598505
Koszalka, T. A., Pavlov, Y., & Wu, Y. (2021). The informed use of pre-work activities in collaborative asynchronous online discussions: The exploration of idea exchange, content focus, and deep learning. Computers & Education, 161, 104067. https://doi.org/10.1016/j.compedu.2020.104067
Lai, H.-M., Hsieh, P.-J., Uden, L., & Yang, C.-H. (2021). A multilevel investigation of factors influencing university students’ behavioral engagement in flipped classrooms. Computers & Education, 175, 104318. https://doi.org/10.1016/j.compedu.2021.104318
Lay, C. D., Allman, B., Cutri, R. M., & Kimmons, R. (2020). Examining a Decade of Research in Online Teacher Professional Development. Frontiers in Education, 5, 573129. https://doi.org/10.3389/feduc.2020.573129
Lee, J., Sanders, T., Antczak, D., Parker, R., Noetel, M., Parker, P., & Lonsdale, C. (2021). Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis. Review of Educational Research, 91(4), 518–576. https://doi.org/10.3102/0034654321997918
Mayordomo, R. M., Espasa, A., Guasch, T., & Martínez-Melo, M. (2022). Perception of online feedback and its impact on cognitive and emotional engagement with feedback. Education and Information Technologies, 27(6), 7947–7971. https://doi.org/10.1007/s10639-022-10948-2
Mumcu, F., Atman Uslu, N., & Yıldız, B. (2022). Investigating teachers expectations from a professional development program for integrated STEM education. Journal of Pedagogical Research, 6(2), 44–60. https://doi.org/10.33902/JPR.202213543
Pacansky-Brock, M., Smedshammer, M., & Vincent-Layton, K. (2020). Humanizing online teaching to equitize higher education. Current Issues in Education, 21(2 (Sp Iss)). https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1905/870
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305. https://doi.org/10.1016/j.tate.2021.103305
Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analysis. The SAGE Handbook of Qualitative Research in Psychology, 2(17–37), 25.
Treacy, B., Kleiman, G., & Peterson, K. (2002). Successful online professional development. Learning and Leading with Technology, 30(1), 42–49.
Uzorka, A., Namara, S., & Olaniyan, A. O. (2023). Modern technology adoption and professional development of lecturers. Education and Information Technologies, 28(11), 14693–14719. https://doi.org/10.1007/s10639-023-11790-w
Wang, M., Wu, B., Kirschner, P. A., & Michael Spector, J. (2018). Using cognitive mapping to foster deeper learning with complex problems in a computer-based environment. Computers in Human Behavior, 87, 450–458. https://doi.org/10.1016/j.chb.2018.01.024
Wang, Y., Cao, Y., Gong, S., Wang, Z., Li, N., & Ai, L. (2022). Interaction and learning engagement in online learning: The mediating roles of online learning self-efficacy and academic emotions. Learning and Individual Differences, 94, 102128. https://doi.org/10.1016/j.lindif.2022.102128
Wynants, S., & Dennis, J. (2018). Professional Development in an Online Context: Opportunities and Challenges from the Voices of College Faculty. Journal of Educators Online, 15(1), n1. https://doi.org/10.9743/JEO2018.15.1.2
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729. https://doi.org/10.1016/j.compedu.2019.103729
Zimmer, W. K., & Matthews, S. D. (2022). A virtual coaching model of professional development to increase teachers’ digital learning competencies. Teaching and Teacher Education, 109, 103544. https://doi.org/10.1016/j.tate.2021.103544
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Tri Wintolo Apoko, Benny Hendriana, Isnaini Handayani, Isa Faqihuddin Hanif, Arum Fatayan, Irdalisa Irdalisa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.