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A Distributed Community of Practice to Facilitate Communication, Collaboration, and Learning Among Faculty

A Distributed Community of Practice to Facilitate Communication, Collaboration, and Learning Among Faculty

Mayela Coto
Copyright: © 2018 |Pages: 45
ISBN13: 9781522554721|ISBN10: 1522554726|EISBN13: 9781522554738
DOI: 10.4018/978-1-5225-5472-1.ch102
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MLA

Coto, Mayela. "A Distributed Community of Practice to Facilitate Communication, Collaboration, and Learning Among Faculty." Online Course Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 1961-2005. https://doi.org/10.4018/978-1-5225-5472-1.ch102

APA

Coto, M. (2018). A Distributed Community of Practice to Facilitate Communication, Collaboration, and Learning Among Faculty. In I. Management Association (Ed.), Online Course Management: Concepts, Methodologies, Tools, and Applications (pp. 1961-2005). IGI Global. https://doi.org/10.4018/978-1-5225-5472-1.ch102

Chicago

Coto, Mayela. "A Distributed Community of Practice to Facilitate Communication, Collaboration, and Learning Among Faculty." In Online Course Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1961-2005. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5472-1.ch102

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Abstract

Recent research suggests that professional development initiatives within the framework of a community of practice are more likely to have an effective result than traditional forms of professional development. The overall objective of this chapter is to present a study that aims to improve the understanding of how a distributed community of practice approach affects communication, collaboration, and professional development of faculty, and whether this leads to promote a transformation in teaching practices. The results indicate that a community approach to professional development in higher education is feasible but requires careful design if it is to work with a wide range of faculty staff. Findings also show that while the approach has been successful in many areas, there are aspects that require further work and research.

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