Journal of K-12 Educational Research 47 seen as instrumental in enhancing learning outcomes. The participants shared a belief that engagement and support were essential factors in facilitating deeper learning within online and blended professional development contexts. The emergence of the theme of collective experiences was derived from participants’ perspectives on the value of collective activities (i.e., practice, discussions, and group work) during online and blended professional development. Teachers highlighted the positive impact of shared learning experiences, emphasizing the benefits of collaborating with peers, gaining valuable insights, and acquiring knowledge. The theme underscores the significance of collective learning encounters in enhancing online and blended professional development. The theme of impactful learning, or transformative professional learning, emerged from interviews where participants discussed the profound effects of online and blended professional development on their teaching and student outcomes. Teachers shared how their approaches and planning underwent significant changes as a result of the knowledge gained through these learning experiences. The participants viewed these experiences as transformative, directly influencing their instructional practices. They emphasized the importance of connecting the acquired knowledge to the changes made in the classroom. Overall, the interviews highlighted the transformative nature of online and blended professional learning in improving teaching practices and enhancing student experiences. Implications The body of research examining teachers’ perspectives on online and blended professional development and their implementation of new learning in the classroom is expanding. While there is still a limited number of studies exploring the connection between online and blended professional development and classroom implementation, the findings from these studies can be compared with other research investigating teachers’ perceptions of online and blended professional development and their strategies for incorporating the acquired knowledge into their teaching practices. familiarize teachers with requirements. They emphasized the connection between the way teachers receive their learning and their comfort level in applying the new knowledge. Participants shared experiences from blended and online professional learning events where pedagogy modeling and development time contributed to deepening their understanding. They believed these online and blended learning events increased their knowledge and promoted deeper understanding. The transcript data indicated participants perceived the provision of foundational knowledge and dedicated practice time as contributing to their sense of achievement and success. Research Question 2 (RQ2) How are teachers implementing the learning that is gained through online and blended professional learning? The interview questions that correlated with RQ2 were used to perform the analysis because they were written to encourage participants to share their perspectives on implementing the learning that is gained through online and blended professional development. The four interview questions were transcribed, and the questions were coded and analyzed. The analyses revealed three themes: virtual engagement and support, collaborative practices, and impactful learning. The emergence of the virtual engagement and support theme was driven by insights gathered from interview transcripts, highlighting participants’ perspectives on the advantages of online and blended professional development and its implementation in the classroom. Collaborating with fellow learners emerged as a crucial aspect for teachers, enabling them to expand their knowledge base and access a wealth of strategies, advice, and information to apply in their own classrooms. Collaborative interactions were seen as conducive to deeper learning, allowing teachers to acquire new knowledge and insights during online and blended professional development. The participants consistently emphasized the link between their engagement level and the support they received during online and blended professional development. Working together and providing mutual support were viewed as significant contributors to the learning process. Collaborative relationships were
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