Administrators

Professional development approved by PDE

e-Learning for Educators: Pennsylvania is a PDE-approved program that provides high-quality online professional development to increase teacher knowledge and skills that improve student performance.

Find out what people are saying about their experiences with e-Learning for Educators: Pennsylvania online professional development ...

District courses

Can we have a course for just our district or school?
Organizations that would like to train 10 or more people in the same topic/course can purchase courses through the eLearning for Educators program.  Information is contained in this easy to download PDF.  Contact Stephanie Druckenmiller, stephanied@wlvt.org or call 610-867-4677 x127 to make arrangements or for questions.

One common question

Is online learning as good as face-to-face learning?
Most research studies on e-learning are based on higher education courses, with impact on learning measured by tests and grades (Phillips and Merisotis, 1999). The most common result of this research is to find no significant differences between student learning in face-to-face and online courses, and to find that those who take online versions of courses are as satisfied with the experience as those who attended classes (Russell, 1999). However, in some studies, such as Koory’s (2003) comparison of an Introduction to Shakespeare course delivered online and face-to-face, and Harlen & Altobello’s (2003) comparison of an online and face-to-face science education course, the results showed better learning outcomes online.

Survey data from participants in many online professional development programs show that when online courses are well-designed and implemented, participants report them to be valuable and enjoyable learning experiences that impact both knowledge and professional practice. For example, survey data from participants in online workshops about integrating technology into classroom practices provided by the EdTech Leaders Online program show that: 92% said they benefited from and enjoyed learning online and would be interested in online learning in the future; 91% reported increased understanding of how to use technology to support the curriculum; and 93% reported they used things they learned in the workshop in their work (Sucher and Engel, 2003). Similarly, an evaluation report of the Florida Online Reading Professional Development program found that over 90% of participants indicated that the program contributed to their knowledge of effective reading theory, research, and instructional practice, and over 87% indicated they would make changes to their classroom reading instruction as a result of the program (ITRC, 2001).

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