Development of a Online Professional Development Program for In-service Teachers that Combines Nudges with Others' Comments to Promote Autonomous Learning

Abstract

In this study, we explored approaches to designing professional development programs for in-service teachers that enable autonomous learning. The program involved activities where teachers selected and watched on-demand videos related to their educational challenges and then posted comments on their own reflections after viewing. We developed and implemented this professional development program and analyzed its effectiveness through post-training questionnaires and interviews, as well as the impact of nudges designed to encourage posting comments. The results from the post-training questionnaires indicated positive evaluations of the training but also suggested a need for improvement in fostering proactivity. The activity of posting comments on others' contributions was indicated to potentially foster a sense of closeness among learners and motivate them to watch the videos. However, difficulties in posting comments due to the influence of relationships among learners were also identified. Regarding nudges, effects were observed that led to posting behavior, such as being conscious of contributing to the group.