Faculty Development in Online Communities of Practice

• In Event: Roundtable Session 9
  In Roundtable Session: Exploring Action Research Approaches in the Professional Development of Educators

Abstract

Faculty development to improve instruction has never been a priority in higher education in the best of times. How do faculty successfully navigate the changing requirements of online instruction? This study documents faculty perspectives within a program of support provided to experienced faculty moving into a fully online teaching environment. Cranton’s (2002) facets of transformation structures were used to guide individual reflections and focus group discussions, then to analyze faculty perspectives on their own development. While a standard, well-wrought curriculum design grounds decision-making and offers faculty a strong foundation, reflection on practice, making meaning together, and sharing of expertise is essential for those entering the brave new world of online teaching and learning.

Author

• Michelle P. Collay, University of New England