Peer Support and Pedagogical Conversations: Keys to Building Faculty Capacity in a Digital Age
With the COVID-19 pandemic, post-secondary institutions pivoted to providing hybrid or fully online courses and recognized the need to mitigate the challenges faced by faculty in navigating this shift. This study was conducted at one Western Canadian university and followed a design-based research...
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| Format: | Article |
| Language: | English |
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Society for Teaching and Learning in Higher Education
2024-12-01
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| Series: | Canadian Journal for the Scholarship of Teaching and Learning |
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| Online Access: | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/17170 |
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| author | Christy Thomas Amber Hartwell |
| author_facet | Christy Thomas Amber Hartwell |
| author_sort | Christy Thomas |
| collection | DOAJ |
| description |
With the COVID-19 pandemic, post-secondary institutions pivoted to providing hybrid or fully online courses and recognized the need to mitigate the challenges faced by faculty in navigating this shift. This study was conducted at one Western Canadian university and followed a design-based research approach that included three phases and utilized mixed methods (interviews and surveys). The purpose of this research was to build faculty capacity for online teaching and learning. Overall, findings indicated that while the need for capacity building and improving collective practice was heightened during the pandemic, it remains a persistent need because faculty are continually faced with adjusting to ongoing complexities related to teaching and learning. One of the areas identified to build faculty capacity in this study was ongoing professional development emphasizing peer support and collegial conversations to aid faculty in adjusting teaching practices to various modalities including online learning. This study is significant for post-secondary institutions and researchers interested in building faculty capacity and improving collective teaching practices.
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| format | Article |
| id | doaj-art-f53a87983c034ccdbdfe5e5acd94baa2 |
| institution | Kabale University |
| issn | 1918-2902 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Society for Teaching and Learning in Higher Education |
| record_format | Article |
| series | Canadian Journal for the Scholarship of Teaching and Learning |
| spelling | doaj-art-f53a87983c034ccdbdfe5e5acd94baa22025-01-28T20:30:04ZengSociety for Teaching and Learning in Higher EducationCanadian Journal for the Scholarship of Teaching and Learning1918-29022024-12-0115310.5206/cjsotlrcacea.2024.3.17170Peer Support and Pedagogical Conversations: Keys to Building Faculty Capacity in a Digital Age Christy Thomas0https://orcid.org/0000-0002-6963-2298Amber Hartwell1https://orcid.org/0009-0008-8261-4941Ambrose UniversityUniversity of British Columbia Okanagan With the COVID-19 pandemic, post-secondary institutions pivoted to providing hybrid or fully online courses and recognized the need to mitigate the challenges faced by faculty in navigating this shift. This study was conducted at one Western Canadian university and followed a design-based research approach that included three phases and utilized mixed methods (interviews and surveys). The purpose of this research was to build faculty capacity for online teaching and learning. Overall, findings indicated that while the need for capacity building and improving collective practice was heightened during the pandemic, it remains a persistent need because faculty are continually faced with adjusting to ongoing complexities related to teaching and learning. One of the areas identified to build faculty capacity in this study was ongoing professional development emphasizing peer support and collegial conversations to aid faculty in adjusting teaching practices to various modalities including online learning. This study is significant for post-secondary institutions and researchers interested in building faculty capacity and improving collective teaching practices. https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/17170higher educationonline learninghybrid learningblended learningprofessional development |
| spellingShingle | Christy Thomas Amber Hartwell Peer Support and Pedagogical Conversations: Keys to Building Faculty Capacity in a Digital Age Canadian Journal for the Scholarship of Teaching and Learning higher education online learning hybrid learning blended learning professional development |
| title | Peer Support and Pedagogical Conversations: Keys to Building Faculty Capacity in a Digital Age |
| title_full | Peer Support and Pedagogical Conversations: Keys to Building Faculty Capacity in a Digital Age |
| title_fullStr | Peer Support and Pedagogical Conversations: Keys to Building Faculty Capacity in a Digital Age |
| title_full_unstemmed | Peer Support and Pedagogical Conversations: Keys to Building Faculty Capacity in a Digital Age |
| title_short | Peer Support and Pedagogical Conversations: Keys to Building Faculty Capacity in a Digital Age |
| title_sort | peer support and pedagogical conversations keys to building faculty capacity in a digital age |
| topic | higher education online learning hybrid learning blended learning professional development |
| url | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/17170 |
| work_keys_str_mv | AT christythomas peersupportandpedagogicalconversationskeystobuildingfacultycapacityinadigitalage AT amberhartwell peersupportandpedagogicalconversationskeystobuildingfacultycapacityinadigitalage |