The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology

An important development in higher education is the increased learning possibilities brought by ICT. Many academics seem reluctant to embrace technology. An online teacher training program was followed by 73 academics from nine higher educational institutions. Data were gathered using the Technological Pedagogical Content Knowledge (TPACK) model and the Teacher Beliefs and Intentions questionnaire using a pre–post test-design. The results amongst 33 participants who completed both pre- and post-test indicate that TPACK skills increased substantially. Over time academics were less convinced about the merits of knowledge transmission. Disciplines and institutional cultures, time investment and beliefs towards employability influenced training retention.

► Many teachers struggle to successfully embrace technology in the classroom.
► A cross-institutional online professionalisation module was followed by 73 academics.
► Impact online professionalisation module (pre–post): increased usage of technology.
► Increase in technological pedagogical content knowledge & TPACK.
► Lower intentions towards knowledge transmission.