Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/18613
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dc.contributor.authorThompson, Terrie Lynnen_UK
dc.contributor.authorKanuka, Heatheren_UK
dc.contributor.editorStacey, Een_UK
dc.contributor.editorGerbic, Pen_UK
dc.date.accessioned2016-11-02T04:42:20Z-
dc.date.available2016-11-02T04:42:20Zen_UK
dc.date.issued2009-04en_UK
dc.identifier.urihttp://hdl.handle.net/1893/18613-
dc.description.abstractThe 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.en_UK
dc.language.isoenen_UK
dc.publisherInformation Science Referenceen_UK
dc.relationThompson TL & Kanuka H (2009) Establishing communities of practice for effective and sustainable professional development for blended learning. In: Stacey E & Gerbic P (eds.) Effective blended learning practices: Evidence-based perspectives in ICT-facilitated education. Hershey, PA: Information Science Reference, pp. 144-162. http://www.igi-global.com/book/effective-blended-learning-practices/301en_UK
dc.rightsThe 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.en_UK
dc.rights.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserveden_UK
dc.subjectprofessional developmenten_UK
dc.subjectblended learningen_UK
dc.subjectcommunities of practiceen_UK
dc.subjectuniversity teachingen_UK
dc.titleEstablishing communities of practice for effective and sustainable professional development for blended learningen_UK
dc.typePart of book or chapter of booken_UK
dc.rights.embargodate2999-12-31en_UK
dc.rights.embargoreason[tl thompson kanuka_2008_bk chap_STORRE.pdf] The publisher has not yet responded to our queries. This work cannot be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.citation.spage144en_UK
dc.citation.epage162en_UK
dc.citation.publicationstatusPublisheden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.identifier.urlhttp://www.igi-global.com/book/effective-blended-learning-practices/301en_UK
dc.author.emailterrielynn.thompson@stir.ac.uken_UK
dc.citation.btitleEffective blended learning practices: Evidence-based perspectives in ICT-facilitated educationen_UK
dc.citation.isbn9781605662961en_UK
dc.publisher.addressHershey, PAen_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationUniversity of Albertaen_UK
dc.identifier.wtid652254en_UK
dc.contributor.orcid0000-0002-8166-3791en_UK
dcterms.dateAccepted2009-04-30en_UK
dc.date.filedepositdate2014-02-17en_UK
rioxxterms.typeBook chapteren_UK
rioxxterms.versionAMen_UK
local.rioxx.authorThompson, Terrie Lynn|0000-0002-8166-3791en_UK
local.rioxx.authorKanuka, Heather|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.contributorStacey, E|en_UK
local.rioxx.contributorGerbic, P|en_UK
local.rioxx.freetoreaddate2999-12-31en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||en_UK
local.rioxx.filenametl thompson kanuka_2008_bk chap_STORRE.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source9781605662961en_UK
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