Meaghan Brugha

Online teacher professional development (oTPD) provision has seen a rapid increase in recent years, with significant growth during the COVID-19 pandemic. However, concerns persist around equitable access, course retention and completion, the relevance of materials for varied contexts, and the level of engagement that is realistically possible. More...

The poster presents an analysis of asynchronous interaction between a group of international educators and researchers that occurred on an online forum as part of a six-week open MOOC in spring 2022 entitled ‘The Fundamentals of Educational Dialogue'.

Online teacher professional development (TPD) courses have become increasingly prevalent, particularly since the coronavirus disease (COVID-19) pandemic, and may offer continued support for the formation and sustainability of teacher communities of practice in a post-pandemic world. This study explores the format and structure of one form of online...

Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, uns...

This paper explores possible affordances of technology and online professional learning to develop and support communities of practice in which educational practitioners develop, share and build on one another’s reflections and learning. Evidence is presented from a design-based research study that iteratively designed and developed a mechanical MO...

One of the overall objectives of the EdTech Hub is to conduct a series of literature reviews on the state of educational technology in primary and secondary school settings within low and middle-income countries (LMICs). Given the variety of approaches which can be considered as ‘educational technology’ and the range of settings which are LMICs, th...

This Working Paper showcases the work of the Cambridge Educational Dialogue Research (CEDiR) group. We do this by presenting the paper in its dialogue form, in order to illustrate the very processes that we research. In all, this work was authored by a group of 22 staff and doctoral students. It is intended to be read and used by anybody with an in...

Many countries in the world have developed vocational education and work-related training programs and policies to alleviate what has widely become known as the employment crisis amongst youth. This “crisis” has many facets but in this chapter, we focus specifically on one aspect: the integration of young people into labour markets.

Massive open online courses (MOOCs) are in a unique position for educational research because of their wide range of participants, the differences in those participants' demographics, yet their instantaneous formation of a global community through learning networks. MOOCs have attracted a wide and enthusiastic audience for a number of reasons. They...