The purpose of this study is to investigate the relationship between the satisfaction and the motivation on the web-based professional development for elementary school teachers. There are 514 Ping Tung elementary school teachers participated in this study. ¡§the instrument of the motivation on the web-based professional development for elementary school teachers¡¨ as well as ¡§the instrument of satisfaction of web-based professional development for elementary school teachers¡¨ are included. Descriptive analysis, T test, ANOVA and regression are utilized to data analysis. The results are as followings: 1.Of the motivation on web-based professional development, ¡§self development¡¨ gets the highest scores; ¡§social relationship¡¨ gets the lowest scores. 2.Of the satisfaction of the web-based professional development, ¡§economical benefits¡¨ gets the highest scores; 3.Six variables, which are gender, age, educational background, professional post and school district and school size significantly effected on the motivation of web-based professional development. 4.Six variables, which are gender, age, seniority, professional post and school district and school size significantly effected on the satisfaction of web-based professional development. 5.The satisfaction of web-based professional development is positively related to the motivation of web-based professional development. Results of this study would provide referable guidance to related teachers and educational departments when drawing up the future professional development.

Donmoyer (1990) suggested that knowledge gained from our own experiences or that of others may be applied to the improvement of practice. The purpose of this study was to provide insight into the experiences of a first-time online facilitator. The research question for this study was: How does a first-time facilitator understand the process of delivering instruction in an online environment? A case study design was applied to this research. The researcher/participant was the case under study in the context of the delivery of online instruction. The researcher who was also the online instructional facilitator experienced the process of delivering online instruction for the first time. The use of this method provided a first-hand perspective of the experiences of an online facilitator. The study was conducted in two phases. During Phase I, the researcher/participant participated in a train-the-trainer program that was delivered using the Blackboard® learning management system. During Phase II, the researcher/participant facilitated an online professional development session created during the training. Data were collected from a variety of sources, including journaling, interviews with a master trainer and other online facilitators, and analysis of course materials and completed assignments. Three themes emerged from the data. The themes were: (a) time, (b) adherence to standards, and (c) absence of physical presence. Recommendations included: (a) alignment of training and evaluation with professional development and content standards, (b) awarding of credit based on demonstrations of learning and student achievement, (c) facilitator awareness of non-instructional responsibilities, (d) training and support for the efficient use of technology to manage administrative and support tasks, (e) enforcement of completion deadlines, (f) provision of feedback on assignments, (g) implementation of additional opportunities for collaboration, (h) participant and facilitator awareness of time and paper needed for learning and record-keeping tasks, (i) training for participants without demonstrated technology proficiency, (j) implementation of a blended training approach, and (k) investigation of web-based publications for use in the delivery of online professional development.

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.