Through the evolution and proliferation of the Internet, distance and online education have become more prevalent in modern society. Synchronous web-based professional development continues to gain popularity. Although online education has grown in popularity and breadth, there has been a lack of research about the impact of synchronous web-based professional development. By using Kirkpatrick and Kirkpatrick's (2006) Four Levels of Evaluation, this study examined the impact of webinar professional development at a National Science Foundation Advanced Technology Center. Findings indicate that although the factors that contribute to learning in a web-based environment were present, there was a lack of evidence about the actual outcomes of participation in a synchronous web-based professional development. To address the lack of evidence, a new model of Comprehensive Synchronous Web-based Professional Development evaluation and implementation is proposed in the discussion.
","abstract_html":"<p>Through the evolution and proliferation of the Internet, distance and online education have become more prevalent in modern society. Synchronous web-based professional development continues to gain popularity. Although online education has grown in popularity and breadth, there has been a lack of research about the impact of synchronous web-based professional development. By using Kirkpatrick and Kirkpatrick's (2006) Four Levels of Evaluation, this study examined the impact of webinar professional development at a National Science Foundation Advanced Technology Center. Findings indicate that although the factors that contribute to learning in a web-based environment were present, there was a lack of evidence about the actual outcomes of participation in a synchronous web-based professional development. To address the lack of evidence, a new model of Comprehensive Synchronous Web-based Professional Development evaluation and implementation is proposed in the discussion.</p>","abstract_has_math":false,"creators":["Rich, Rachel L."],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation - Pacific Access Restricted","degree_discipline":"Educational Administration and Leadership","degree_department":null,"school":null,"contributors":["Craig Seal"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T05:35:52Z","subjects":["Educational evaluation","School administration","Educational technology","Education","Online education","Professional development","Web-based professional development evaluation framework","Webinar evaluation","Webinar framework","Webinar impact","Webinars","Educational Administration and Supervision","Educational Leadership"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781124624549"],"render_values":[{"text":"9781124624549","href":null,"code":true}]}]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/99","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Craig Seal"]},{"key":"dc:creator","label":"Author","values":["Rich, Rachel L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:52:49Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Administration and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Pacific Access Restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational evaluation","School administration","Educational technology","Education","Online education","Professional development","Web-based professional development evaluation framework","Webinar evaluation","Webinar framework","Webinar impact","Webinars","Educational Administration and Supervision","Educational Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9781124624549","https://scholarlycommons.pacific.edu/uop_etds/99"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Through the evolution and proliferation of the Internet, distance and online education have become more prevalent in modern society. Synchronous web-based professional development continues to gain popularity. Although online education has grown in popularity and breadth, there has been a lack of research about the impact of synchronous web-based professional development. By using Kirkpatrick and Kirkpatrick's (2006) Four Levels of Evaluation, this study examined the impact of webinar professional development at a National Science Foundation Advanced Technology Center. Findings indicate that although the factors that contribute to learning in a web-based environment were present, there was a lack of evidence about the actual outcomes of participation in a synchronous web-based professional development. To address the lack of evidence, a new model of Comprehensive Synchronous Web-based Professional Development evaluation and implementation is proposed in the discussion.
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