Abstract

This paper shares the design and reception of a faculty development program that ran for nine months and was delivered in a combination of face-to-face and online delivery modes.  Participants from a range of disciplines met at regular intervals throughout the year.  Between the face-to-face meetings participants engaged in online activities such as discussions, collaborative writing exercises and peer review activities.  Using the theoretical framework of a community of inquiry (Garrison, 2011), data from the online activities are analyzed both quantitatively and qualitatively.  Furthermore, participant feedback on the program is presented and offers some advice to faculty developers considering extended length professional development programs offered in a blended format.

This paper was prepared for coursework module EDCI 614 Discourses in Educational Studies at the University of Victoria.  The paper was subsequently published in Innovations in Education and Teaching International.

 

Blending our practice: Using online and face-to-face methods to sustain community among faculty in an extended length professional development program

CC BY 4.0 Blending our practice: Using online and face-to-face methods to sustain community among faculty in an extended length professional development program by Michael Paskevicius is licensed under a Creative Commons Attribution 4.0 International License.

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