Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/18613
Appears in Collections:Faculty of Social Sciences Book Chapters and Sections
Title: Establishing communities of practice for effective and sustainable professional development for blended learning
Authors: Thompson, Terrie Lynn
Kanuka, Heather
Contact Email: terrielynn.thompson@stir.ac.uk
Editors: Stacey, E
Gerbic, P
Citation: Thompson TL & Kanuka H (2009) Establishing communities of practice for effective and sustainable professional development for blended learning. In: Stacey E, Gerbic P (ed.). Effective blended learning practices: Evidence-based perspectives in ICT-facilitated education, Hershey, PA: Information Science Reference, pp. 144-162.
Keywords: professional development
blended learning
communities of practice
university teaching
Issue Date: Apr-2009
Publisher: Information Science Reference
Abstract: The growing need for professional development to help university instructors with the adoption of online teaching is being propelled from several directions. But innovative professional development initiatives,intended to help university instructors better leverage technology, particularly through blended approaches, are not without tensions. The objective of this research study was to delve into these tensions.Directors in several North American professional development centres were interviewed in order to explore how their programs supported the integration of technology into teaching. Findings suggest that there is a tension between what professional development centres are doing and what they would like to do regarding: (1) deeper integration of technology into their own teaching practices as a centre, including blended approaches; and (2) how to nurture communities of practice, comprised of university instructors focused on teaching-related issues in higher education, such as adoption of blended learning strategies.Four themes emerged: uncertainty about how best to leverage technology and blended learning, questions regarding a professional development centre’s role in cultivating communities, the importance of being strategic, and desire for scalability. The chapter concludes with policy implications and recommendations for future development of effective and sustainable professional development practices.
Rights: The publisher has not yet responded to our queries therefore this work cannot be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Type: Part of book or chapter of book
URI: http://hdl.handle.net/1893/18613
URL: http://www.igi-global.com/book/effective-blended-learning-practices/301
Affiliation: Education
University of Alberta

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