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.
Communities of practice, Faculty development, Faculty learning Communities, Hybrid environments, Web-based communication, Computermediated communication
Brooks, C. F. (2010). Toward ‘hybridized’ faculty development for the twenty-first century: Blending online communities of practice and face-to-face meetings in instructional and professional support programmes. Innovations in Education and Teaching International, 47, 261-270.
|Links to Article||https://www.tandfonline.com/doi/abs/10.1080/14703297.2010.498177|
|Publication Type||Journal Article|
|In Publication||Innovations in Education and Teaching International|
|Type of Research||Critical or postmodern|
|Intervention/Areas of Study||Constructivism, Faculty and professional development and/or training, Faculty and professional development and/or training|
|Level of Analysis|
|Specific Populations Examined|
|Specific Institutional Characteristics of Interest|
|Specific Course or Program Characteristics|
|Outcome Variables of Interest||Instructional effectiveness|
|Student Sample Size|