Toward ‘hybridised’ faculty development for the twenty‐first century: blending online communities of practice and face‐to‐face meetings in instructional and professional support programmes

Catherine Brooks

Abstract

This manuscript begins with a synthesis of research on communities, communities of practice (CoPs), and the potential for their development in online forums, while specifically discussing the value of virtual CoPs for educational professionals in higher education. Working within constructivist and sociocultural frameworks, this manuscript addresses how online forums for faculty support can be beneficial in ways distinct from face-to-face environments. Further, this paper presents an argument for the hybridization of faculty development by suggesting that online forums for collegial interaction are viable and culturally sensitive complements to traditional face-to-face faculty support, socialization, and mentoring programmes. In conclusion, resources that can assist in designing a hybrid model of faculty development are offered.

Keywords

Communities of practice, Faculty development, Faculty learning Communities, Hybrid environments, Web-based communication, Computermediated communication

Annotation

Not Available

About the Study

Links to Article https://www.tandfonline.com/doi/abs/10.1080/14703297.2010.498177
https://www.tandfonline.com/doi/abs/10.1080/14703297.2010.498177
Mode
Publication Type Journal Article
In Publication Innovations in Education and Teaching International
Type of Research Critical or postmodern
Research Design
Intervention/Areas of Study Constructivism, Faculty and professional development and/or training
Level of Analysis
Specific Populations Examined
Peer-Reviewed Yes
Specific Institutional Characteristics of Interest
Specific Course or Program Characteristics
Outcome Variables of Interest Instructional effectiveness
Student Sample Size
Citing Articles https://scholar.google.com/scholar?cites=12412521126840242034&as_sdt=5,50&sciodt=0,50&hl=en


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