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In this paper we review the professional learning and development (PLD) needs of teachers in rural and remote schools, focusing on the Australian context. We argue that online PLD is an emerging alternative to face-to-face arrangements for the continuing education of teachers, which can connect to rural contexts through attending to considerations of relevance, collaboration, and future focus. We describe challenges to the uptake of online PLD initiatives and exemplify online PLD approaches with potential in rural schools. There is support for the utility of online PLD comprising blended approaches, online coaching and mentoring, co-design by teachers, rich discussions and interactions, and longer-term online relationship building to support the needs of rural teachers.
Quinn et al. (Thu,) studied this question.
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