The Impact of a Blended Learning Course in ADHD On Teacher Knowledge and Self-Efficacy, and Improved Teaching Practices: Some Preliminary Findings

Abstract

Porter M A, Briscoe L, Blackwell H, Sach L, Tsoumbris S, Hoang A and Cheng S

Background: Lack of in-service teacher knowledge of ADHD is a well-known issue, with significant impacts on teachers, students and families. Nonetheless, the benefits of ADHD courses for Australian teachers and students are yet to be established. Online Training (OLT) offers a blended learning course in ADHD and, in the past two years, over 2,000 teachers Australia- wide have completed it. While, anecdotally, the course appears to have a major impact on teacher outcomes, no current research exists demonstrating any translational benefits.

Aim: The current study aimed to provide a preliminary evaluation of the impact of OLT’s blended learning course ‘Understanding ADHD’ on teachers’ perceived knowledge, confidence and skills, and any changes in teaching practice.

Method: A retrospective, pre- and post-course design was adopted (N=2,111). A mixed methods approach was utilised, with statistical approaches including logistic regression and non-parametric analyses. Thematic analyses were undertaken on questionnaire data for a random sample (n=100).

Results: Findings indicated significant pre-to post-course improvements in teacher’s perceived knowledge of ADHD, applied skills in supporting ADHD students, confidence in meeting the needs of ADHD students and positive changes in teaching practices.

Conclusion: Findings provide preliminary evidence for many important benefits of OLT’s ‘Understanding ADHD’ teacher course.

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