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Improving Online Collaborative Learning for Teachers: How Changes to Design Features of the Adolescent Literacy Collaboratory Influenced Participant Retention, Overall Satisfaction, and Engagement

This research paper is part of a series investigating how online technologies can support professional learning for K-12 educators. This paper describes the design features of Adolescent Literacy in the Content Areas Collaboratory, a professional development activity for teachers from various content areas: social studies, English/language arts, mathematics, and science. The authors discuss the results of their study on changes made between the first and second years of the Collaboratory. This and the other studies in the series point to key features and findings useful to state and district agencies and designers of online professional development. (See related products: Gauging and Improving Interactions in Online Seminars for Mathematics Coaches, The Role of Facilitation in Online Professional Development, Topics of Peer-to-Peer Listserv Postings)

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No. d10427 Download publication