For example,
online providers in states that still count academic credit in time must report out student
learning based on these arcane metrics, rather than fully unleashing the more
flexible pacing inherently possible in an
online course or
module.
Teachers reported favoring
online PD because of its
flexible access (e.g., «Teachers can complete the
online modules and practice at their own pace»), variability, (e.g., «join different Twitter chats and get ideas about technology integration from different groups of people»), and interactivity (e.g., «PLNs have been really powerful once I realized there are people from other places I can
learn from»).