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

Article


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

Keywordssynchronous; online learning; CPD; career service; webinars
JournalBritish Journal of Guidance and Counselling
Journal citation42 (3), pp. 245-260
ISSN0306-9885
1469-3534
Year2014
PublisherTaylor & Francis
Accepted author manuscript
License
CC BY
Digital Object Identifier (DOI)doi:10.1080/03069885.2014.880829
Publication dates
Print06 Feb 2014
Publication process dates
Deposited15 Feb 2017
Accepted04 Jan 2014
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis Group in British Journal of Guidance & Counselling on 06/02/2014, available online: http://www.tandfonline.com/doi/abs/10.1080/03069885.2014.880829.
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