Background, Motivation, and Training as Factors in the Success of Online Professional Development Facilitators

Carolyn J. Starkey

CAT 689

May 3, 2008

Type of Study

This qualitative study used grounded theory techniques to investigate background, motivation, and training as factors in the success of online professional development facilitators in the eLearning for Educators Alabama community.

Purpose of Study

A theoretical model for facilitator success was developed that (a) describes the characteristics of successful professional development facilitators; (b) causal conditions influencing the success of professional development facilitators; (c) strategies that ensure optimal circumstances for causal conditions, (d) contextual conditions that influence application of the strategies, and (e) the consequences of the application of the strategies.

Data Collection

Participants completed an electronic questionnaire (Survey Monkey) that explored the factors of success in online professional development facilitation.

There was a follow-up telephone interview for clarification purposes with consenting questionnaire responders.

Subjects of Study

All 48 members of the eLearning for Educators Alabama facilitator corps received an invitation to participate. A total of 17 members started the survey and 11 completed the instrument.

Data Analysis 1

Analysis of the data, based on grounded theory technique, consisted of data immersion and repeated coding, sorting, and comparison as described by Cresswell (2007) and Strauss & Corbin (1998).

Data Analysis 2

Analysis began with open coding, the placing of data into its major categories. The codes and category labels were developed from the language of the participant.

Findings 1

From the open coding, the central phenomenon of Facilitator Success was identified and axial coding in which the data was recoded around the central phenomenon took place.

Data Analysis 3

The categories identified around the central phenomenon were causal conditions (the factors that caused the central phenomenon), strategies (actions taken in response to the central phenomenon), contextual conditions (factors that influence the strategies), and consequences (outcomes from using the strategies) (Cresswell, 2007).

Findings 2

Causal conditions for facilitator success are Background, Motivation, and Training.

Findings 3

For Facilitator Background, the strategy employed is Screening.

Contextual conditions that influence the strategy include Content Knowledge, Technology and Computer Proficiency, Teaching Certification, and Three Letters of Recommendation.

Consequences of the strategy is Training.

Findings 4

For Facilitator Motivation, the strategy employed is Coaching and Encouragement.

Contextual conditions that influence the strategy include Professional Development Credit, Monetary, and Fun.

Consequences of the strategy is Commitment.

Findings 5

For Facilitator Motivation, the strategy employed is Required Participation.

Contextual conditions that influence the strategy include EDC 10-week Facilitator Course.

Consequences of the strategy is Facilitation Job.

Data Analysis 4

The categories were organized around the central phenomenon in a visual model called the axial coding paradigm (Cresswell, 2007).

Findings 6

Model

Conclusions

The beauty of this model of facilitator success is that it can be applied not only to online professional development situations similar to that of eLearning for Educators Alabama but also for online professional development within a single school system,