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ERIC Number: EJ1224005
Record Type: Journal
Publication Date: 2019
Pages: 21
Abstractor: As Provided
ISSN: EISSN-1449-9789
Bridging Distances: Professional Development for Higher Education Faculty through Technology-Facilitated Lesson Study
Soto, Melissa; Gupta, Dittika; Dick, Lara; Appelgate, Mollie
Journal of University Teaching and Learning Practice, v16 n3 Article 7 2019
Higher education faculty benefit from participating in communities of practice focused on developing and improving their own instruction. However, collaborators with common interests are not always located at the same physical location. In this article, we share how participation in a technology-facilitated lesson study provided the means for five higher education faculty across the U.S. to engage in professional development and evolve into a virtual community of practice. Through the use of synchronous and asynchronous communication technology, we formulated goals, planned a common lesson, conducted research on our students' learning, and reflected on our own teaching practice. For this paper, we share how the process of technology-facilitated lesson study provided professional learning for us as individuals.
University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail:; 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