Q2. What percentage of the participants indicated limited knowledge of technology?
30% of the participants indicated limited technological pedagogical knowledge, while 32% of the participants indicated limited technological content knowledge.
Q3. How many participants indicated limited expertise in designing and implementing collaborative learning environments?
43% of the participants indicated limited expertise in designing and implementing collaborative learning environments.
Q4. What did the authors conclude that academics did not become more student-centred as a?
In sum, the authors conclude that academics did not become more student-centred as a result of the training, despite a decline in teachers beliefs towards knowledge transmission.
Q5. How did the authors measure the effects of professional development?
The metric that the authors used to estimate and describe the professional development effects were by taking the standardised difference of two means (Cohen’s d) effect size when paired sample-tests are significant at a 5% confidence level.
Q6. What is the problem with self-reported measurements?
A known problem with self-reported measurements is that participants who complete an intervention are in general more optimistic about their (perceived) change than those who failed to complete (Ebert-May, et al., 2011).
Q7. What is the main argument that Norton et al. (2005) raised as to why teachers?
One argument raised by Norton et al. (2005) and Land (2001) as to why teachers mightdiffer in terms of completing training is the culture of the HEI and the particular discipline in which participants teach.