Faculty Development in an International Context

• In Event: Resistance Strategies: Neoliberalism and Contingent Faculty

Abstract

Barriers facing faculty in the integration of e-learning at higher education institutions in Africa include the lack of the instructional skill of faculty and limited institutional support. This qualitative case study examined the nature of discourse in which faculty members of an African university engaged within a virtual community of practice that was created to support their instructional design efforts relevant to their online teaching efforts. A community of practice framework and the related learning theories of situated learning and social constructivism served as underpinnings for this study. Culture played a significant role in the way participants developed instructional expertise and in the ways they designed supportive and harmonious online learning environments for their students.

Authors

• Kim D. MacGregor, Louisiana State University
  Presenting Author

• Hala W. Esmail, Louisiana State University
  Presenting Author