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ERIC Number: ED568603
Record Type: Non-Journal
Publication Date: 2014
Pages: 114
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-5616-7
Digital Ethnography: Understanding Faculty Use of an Online Community of Practice for Professional Development
Richmond, Nancy
ProQuest LLC, Ed.D. Dissertation, Northeastern University
This doctoral thesis explored how faculty members in higher education use an online community of practice for professional development in teaching and, if so, in what ways and for what purposes? Answering this inquiry involved the knowledge of social constructivism, higher education, teaching, professional development, and online communities. Vygotsky's theory on social constructivism and the zone of proximal development were used to understand the social interactions and peer-to-peer learning in the "Higher Education and Learning" group on LinkedIn. A digital ethnography was used to answer this question within the context of the "Higher Education Teaching and Learning" online community. The research study found that faculty members in a LinkedIn group appeared to be learning from online social interactions through cognitive structuring, feedback, scaffolding, questioning and contingency management. The major topics discussed included "Best Teaching and Learning Practices", "Challenges in Teaching and Learning", "Faculty Resources and Professional Development" and "Technology". [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A