Synchronous online CPD: empirical support for the value of webinars in career settings

Yates, J. (2014). Synchronous online CPD: empirical support for the value of webinars in career settings. British Journal of Guidance & Counselling, 42(3), pp. 245-260. doi: 10.1080/03069885.2014.880829

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Abstract

The careers profession in England is facing unprecedented challenges. Initiatives to improve service delivery while keeping costs low are attractive and online training holds the promise of high impact at low cost. The present study employs a qualitative methodology to evaluate a series of online ‘webinars’ conducted with 15 careers advisers. Results showed that the technology itself could impede learning, and participants missed out on the peer-to-peer interaction that takes place in a ‘bricks and mortar’ setting, but overall participants found that access to relevant, good quality training from the convenience of their workplace more than compensated for the challenges. The article offers conceptual support for the viability of online learning through the theory of equivalency, andragogy and transactional distance theory, and makes recommendations for practice.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published online by Taylor & Francis in British Journal of Guidance and Counselling on 06/02/2014, available online: http://www.tandfonline.com/10.1080/03069885.2014.880829.
Uncontrolled Keywords: synchronous, online learning, CPD, career service, webinars
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: School of Social Sciences > Department of Psychology
URI: http://openaccess.city.ac.uk/id/eprint/16718

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