NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1199424
Record Type: Journal
Publication Date: 2018
Pages: 10
Abstractor: As Provided
ISSN: EISSN-1812-9129
Interdisciplinary Professional Learning Communities: Support for Faculty Teaching Blended Learning
Terry, Laura; Zafonte, Maria; Elliott, Sherman
International Journal of Teaching and Learning in Higher Education, v30 n3 p402-411 2018
In higher education, despite disciplinary expertise and teaching experience, faculty who are asked to implement curriculum into new modalities, particularly ones that rely heavily on technology such as blended learning, may be intimidated and overwhelmed. However, instructors may be more willing to explore new modalities if they feel that support is available. Professional Learning Communities, or PLCs, support instructors embarking on teaching in new modalities and and using new technology to support and expand their instruction. The current study looks at how a PLC was utilized to support faculty who piloted a blended learning model of course instruction. Seven faculty members from different disciplines shared their perceptions of how PLC meetings affected their ability to teach in the blended learning modality. Various sources of qualitative data, including surveys, interviews, and meetings notes, were analyzed to see the ways in which the faculty members viewed and utilized the PLC. Faculty reported that the PLC provided support, new ideas, and enhanced teaching and learning outcomes. The interdisciplinary nature of this collaborative group was particularly helpful in allowing instructors to expand their pedagogical practices within this new modality. They also felt more comfortable in their own ability to teach in this modality after receiving feedback from their peers who were also teaching blended learning sections for the first time. This preliminary study provides support that PLCs can assist in shaping faculty skills and boost interdisciplinary collaboration when faculty adapt their teaching to a new pedagogical modality, such as blended.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A