D2L Survey Shows U.S. Teachers Want More Flexible and Timely Opportunities To Learn
15 Février 2022 - 3:00PM
A new survey commissioned by D2L, a global learning technology
company, has found that 94% of U.S. K-12 educators agree that
ongoing professional learning is important to a teacher’s
effectiveness, but only 20% are strongly satisfied with their
professional learning options.
D2L commissioned the K-12 Teacher
Professional Learning Survey to understand educators’ learning
priorities and challenges emerging out of the pandemic. A
representative sample of 977 K-12 teachers and school
administrators across the U.S. responded between September and
October 2021. “These survey findings are consistent with our
experience that teachers are more open to continuous and online
professional learning as a result of their experiences during the
pandemic. We are excited to be further redesigning our professional
learning offerings in an effort to better serve our teachers with
more innovative, flexible and research-aligned methods,” said
Jennifer Harriton-Wilson, Ed.D. of Putnam Northern Westchester
Board of Cooperative Educational Services.
Survey Shows
Significant Interest in Professional
Learning Options A majority of teachers
(55%) identified an increased interest in online, on-demand
professional learning since before the pandemic. The survey
revealed that:
- 94% of U.S. K-12 educators agree that ongoing
professional learning is important to a teacher’s
effectiveness
- 91% are interested in professional learning that is
targeted to each teacher’s specific, unique needs (including
56% strongly interested)
These findings suggest that educators
recognize the need for more timely and personalized professional
development opportunities. These emerging interests are consistent
with research-based best practices for professional learning that
is embedded and sustained over time.
Closing the Gap in
Access While there is significant interest in expanding
professional development options, only 36% of respondents
expect that their district will provide access on a regular,
ongoing basis as needed. In addition, 82% of district
administrators cited “teacher time as a barrier to online
professional learning,” compared to only 48% of teachers
identifying time challenges, suggesting that teachers may be more
willing to commit their time to flexible learning options than
administrators expect.
The K-12 Teacher Professional Learning
survey findings revealed several steps that can be taken by
education leaders at all levels to improve teacher professional
learning during this critical time:
- Increase the availability of
on-demand professional
learning The survey revealed that 71% of teachers
are interested in online, on-demand professional learning
(including 32% strongly interested). Busy teachers require
timely, convenient, and on-demand learning experiences that
are self-paced and supported through online professional learning
communities.
- Enhance the personalization of professional
learning While educators reported increased availability
in online on-demand (71%) and online, live (67%)
professional learning during the pandemic, there remains a gap with
professional learning targeted to each teacher’s unique needs like
subject matter, grade level, modality and experience. Only
20% of respondents reported increased availability for
targeted professional learning and 24% reported decreased or
no availability. Providing more targeted, personalized professional
learning experiences can be enabled through more online and
on-demand opportunities and third-party
partnerships.
- Boost the frequency of ongoing professional
learning The survey showed that 82% of respondents
were satisfied if they expected that professional learning will be
made available to them more frequently than once a month -- “on a
more regular, ongoing basis.” In contrast, only 43% were
satisfied if they expected professional learning would be made
available to them “once or twice each semester.” A district
learning management system can help drive awareness of, and enhance
access to, available options.
“The pandemic pushed schooling online,
and teachers had to pivot both their instruction and their own
professional learning accordingly. At the same time, the pandemic’s
disrupting challenges have exacerbated teacher fatigue,
frustration, and exits,” said Mark Schneiderman, Senior Future of
Teaching Learning Director at D2L. “Meaningful professional
learning is more important than ever to help teachers thrive and
succeed. Flexible professional learning online helps teachers learn
at their own pace, maintain best practices and meet their goals
within a learning community.”
To learn more about these and other
related findings, please visit:
https://www.d2l.com/resources/assets/ways-to-support-teachers-professional-development/
Methodology This survey
was conducted by Interactive Educational Systems Design (IESD)
during September and October 2021 on behalf of D2L. More than
65,000 U.S. school district administrators and K-12 teachers across
all 50 states were invited by email to take the survey, and 977
qualified educators responded (127 district administrators and 850
teachers). The margin of error was approximately ±3.1% at the 95%
confidence level. Margin of error estimates for specific subgroups
analyzed in this report varied from approximately ±3.4% to ±8.7%.
About D2L D2L is transforming the way the
world learns—helping learners of all ages achieve more than they
dreamed possible. Working closely with clients all over the world,
D2L is supporting millions of people learning online and in person.
Our growing global workforce is dedicated to making the best
learning products to leave the world better than they found it.
Learn more about D2L for K-12, higher education and businesses at
www.D2L.com.
D2L MEDIA CONTACT Tory
Waldron Senior Manager, Corporate Communications, D2L
Corporation pr@D2L.com
Twitter: @D2L
© 2022 D2L Corporation.
The D2L family of companies includes
D2L Inc., D2L Corporation, D2L Ltd, D2L Australia Pty Ltd, D2L
Europe Ltd, D2L Asia Pte Ltd and D2L Brasil Soluções de Tecnologia
para Educação Ltda.
All D2L marks are trademarks of D2L
Corporation. Please visit D2L.com/trademarks for a list of D2L
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