Professional Documents
Culture Documents
Jina Paima
University of Ontario Institution of Technology
Submitted to:
Jordanne Christie
Table of Contents
List of Figures.................................................................................................................................3
List of Tables..................................................................................................................................4
Chapter 1: Introduction...............................................................................................................5
Statement of the Problem.....................................................................................................5
Significance of the Problem.................................................................................................6
Research Questions..............................................................................................................7
Definition of Terms..............................................................................................................9
Theoretical Framework......................................................................................................11
Chapter 2: Literature Review....................................................................................................13
Faculty Professional Development....................................................................................13
Virtual Communities of Practice (VCoP)..........................................................................15
Faculty use of Virtual Communities of Practice................................................................17
Social Constructivism........................................................................................................20
Chapter 3: Methods....................................................................................................................22
Research Approach............................................................................................................22
Data Collection..................................................................................................................22
Data Analysis.....................................................................................................................27
References.....................................................................................................................................28
List of Figures
Figure
Page
List of Tables
Table
Page
for faculty (Zawacki-Richter, 2005, para. 1). Therefore, the problem that needs to be addressed
is strengthening of faculty professional development with technological and educational
competencies of todays digital world to improve online teaching practices.
Recently, there has been a shift in faculty professional development towards VCoP;
where instructors connect online to discuss work related issues and attain solutions to those
issues collectively (Eib & Miller, 2006; Reilly, Vandenhouten, Gallagher-Lepak, & Ralston-Berg,
2012). This online social interaction among faculty can create a culture that supports a
thoughtful focus on teaching, while at the same time, nurture a sense of connectedness and
collegiality (Eib & Miller, 2006, p. 1). VCoP are proven to be a cost-effective method of
promoting online learning as well as an effective way to support faculty professional
development in an online environment (Reilly, Vandenhouten, Gallagher-Lepak, & Ralston-Berg,
2012). Furthermore, it is important to understand how higher education institutions can integrate
a VCoP into their learning management system to share best practices and information related to
teaching and learning (Reilly, Vandenhouten, Gallagher-Lepak, & Ralston-Berg, 2012).
Significance of the Problem
Faculty professional development is a continual improvement process of instructors
teaching abilities and practices in a lifelong learning endeavor. It can offer different avenues to
remain abreast of new technologies and new teaching strategies (Eib & Miller, 2006). However,
transitioning from traditional face-to-face teaching to online computer-mediated teaching is
tedious and requires additional skills to utilize online technologies within the learning milieu. In
addition, instructors need ample opportunities to share ideas and information with other online
instructors and professionals (Glowa, 2009, p. 2). Therefore, higher education institutions
should consider VCoP as an essential component of faculty professional development to foster
best practices and meaningful instructional skills especially to reflect the unique needs of online
instructors (Teeter et al., 2011).
Research Question
The aim of this thesis is to understand online faculty learning experiences through the use
of VCoP in higher education institutions across Canada. Therefore, it will answer the following
question: What impact does a virtual community of practice have on professional development
of online instructors?
Figure 1. This diagram depicts the use of social constructivist theory as a framework for
participation in a VCoP (independent variables) to gain online teaching skills and knowledge
(dependent variable) and the evidence (indicators) are based on increased online course adoption
and indication of faculty improvement in teaching and learning experiences.
Definition of Terms
For the purpose of this research paper, the following definition of terms was used:
Community of Practice (CoP): The term community of practice refers to a group of people who
share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge
and expertise in this area by interacting on an ongoing basis (Wenger, McDermott, & Snyder,
2002, p. 4).
Faculty Development: The term faculty development refers to activities and programs designed
to improve instruction (Amundsen, Abrami, McAlpine, Weston, Krbavac, Mundy, & Wilson,
2005, p. 1).
Faculty Members: The term faculty members encompasses educators, facilitators, instructors,
and professors and may be used interchangeable within the context of this paper, it may also
include part time, sessional and lecturers.
Online Learning: The term online learning refers to computer-mediated learning and/or webbased learning.
Online Teaching: The term online teaching refers to computer-mediated teaching and/or webbased teaching.
Professional Development: The term professional development refers to acquisition of
information, knowledge, and skills related to the teaching and learning of students.
Social Constructivism: The term social constructivism refers to the collaborative and social
nature of learning which was developed by post-revolutionary Soviet psychologist Lev
Vygotsky (McLeod, 2014).
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Teaching Practices: The term teaching practices refer to student learning in higher education.
Virtual Communities of Practice (VCoP): A community becomes a virtual community when
its members use information and communication technology as their primary mode of
interaction (Dub, Bourhis, & Jacob, 2005, p. 147).
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Theoretical Framework
In this paper, Lev Vygotskys social constructivism theory was examined in relation to the
VCoP)and faculty professional development. According to social constructivist theory,
knowledge is not simply constructed it is co-constructed when individuals collaborate with
each other (University of California, 2015, para 3). This theoretical framework strongly supports
the role of social interaction in respect to community building, and through this social interaction
faculty members make sense of the world around them (Brooks, 2010; McLeod, 2014).
Consequently, the social aspect of constructivism theory influences learners to construct their
own knowledge through a dialectic process and then disseminate the perceived knowledge to
other community members (see Figure 2) to create a new and more meaningful collaborative
learning environment (Stacey, 2002). Thus, the social interaction among instructors can
perpetuate and serve as a reinforced foundation for reflective practice and constructivist
discovery (King, 2002, p. 240).
In addition, building and sustaining a VCoP ought to incorporate collaborative models
of learning and in exchange decrease instructor-dependency (King, 2002, p. 240).
Furthermore, constructivist theory suggests knowledge can be generated, negotiated and
expanded in a VCoP through social interaction among its members (Brooks, 2010, p. 265).
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Figure 2. This multi-method chart demonstrates a full dimension of VCoP in relation to its
outcomes. It shows how instructors can use social constructivist theory in a VCoP to co-create
knowledge and meaning and then reflect, transform, and reinforce these learning. Adapted from
Building online learning communities: effective strategies for the virtual classroom, by R. M.
Palloff and K. Pratt, 2007, John Wiley & Sons. Copyright 2007 by the American Psychological
Association.
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understand instructors perception of professional development and then identify the reasons
behind their unwillingness to embrace these opportunities. Instructors often perceive
professional development programs as an episodic process rather than a continual procedure; but
typically, a continuous training method is believed to be a vital factor of an ongoing educational
and professional improvement. In addition, many college teachers expect faculty development
to focus on the instrumental practicalities of teaching their particular course curriculum
(Howard and Taber, 2010, p. 37). This expectation seems to be unreasonable and almost
impossible for professional development departments to fulfill. Online University Education in
Canada (2012) observed other challenges related to faculty resistance such as lack of
understanding and misconception of online teaching and learning, loss of control over traditional
teaching methods, and job insecurity (p. 49). Many other factors such as heavy workloads,
technology issues, time constraints, lack of training in online teaching, time consumption to
develop, design and deliver online courses are also consider being the main reasons for
instructors reluctance to professional development (Howard & Taber, 2010; Garcia & Albert,
2011; Contact North, 2011).
Furthermore, higher education institutions are shifting focus towards a research-based
model of learning, diminishing the value of teaching excellence in order to receive government
grants (Henard & Roseveare, 2012). Nevertheless, it is essential to acknowledge nobody is
happier about the increasing research-intensiveness of Canadian universities than academics
themselves (Charbonneau, 2011, para. 5). It is important to note that the research-based model
often restricts instructors time to get involved in professional development activities. Amundsen
and Wilson (2012) conducted research on the improvement of teaching and learning in higher
education and detected a gap in the development of professional training, which remains a
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developing field and more research is required to recommend better teaching practices (p. 91).
Faculty professional development remains a challenge across most Canadian institutions;
however, efforts to improve the quality of online teaching practices are currently undergoing
critical review.
Virtual Communities of Practice (VCoP)
Every day millions of Internet users around the globe sign in to different social
networking sites such as Twitter, Facebook, LinkedIn, MySpace, or Cyworld, which supports
mobilized communities based on their interests. These communities allow users to debate
special topics, share knowledge, information and contents, discuss their daily life activities
and/or simply locate solutions to their problems (boyd & Ellison, 2008). In fact, every individual
is periodically engaged in one or more communities without being consciously aware of their
involvement.
The concept of communities of practice (CoP) is not new. Communities of practice
(CoP) date back to 1991 when Lave and Wenger first devised the term (Hara, 2008, p. 11). In
addition Wenger, McDermott and Snyder (2002) identified three core components to differentiate
their specific communities of practice (CoP) from other existing communities: (a) domain, (b)
community; and (c) practice (p. 27). Bond and Lockee (2014) elaborate by stating the domain
refers to the shared repertoire; community addresses the interaction of members; and practice is
the knowledge building and sharing efforts required for a community of practice to thrive (p. 2).
According to Wenger, McDermott and Snyder (2002), a community of practice is defined as a
group of people who share a concern, a set of problems, or a passion about a topic, and who
deepen their knowledge and expertise in this area by interacting on an ongoing basis (p. 4).
Later, Dub, Bourhis and Jacob (2005) combined Wengers community of practice model with
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other online tools to create an intriguing opportunity for online users to share knowledge and
interact with each other. They defined the term as such:
A community becomes a virtual community when its members use information and
communication technology as their primary mode of interaction. Being virtual does not
preclude the use of face-to-face meetings, but several factors, including geographical
dispersion and busy schedules, making communicating through ICT much more efficient
(p. 147).
Although, several studies on VCoP and online communication have been conducted since
the early 1990s (Babbie, 1996), nonetheless, it is only in recent years that VCoP have become
more widespread providing possibilities for everyone to integrate this best practice into their
everyday lives (Ellison, Steinfield, & Lampe, 2007). This evolution has enabled a few Canadian
higher education institutions to adopt a VCoP within their faculty professional development. For
example, McMaster University in Ontario developed a CoP framework for their faculty, staff,
and students to empower them to share ideas and foster learning (Teeter et al., 2011). While
VCoP have gained popularity in faculty professional learning, it is pivotal to recognize the
limitation of studies on how instructors are currently using virtual communities of practices for
their professional advancement (Brooks, 2010). Importantly, it is not hard to establish a VCoP
similar to McMaster University should one wish to engage higher education faculty in
meaningful and useful professional teaching. Furthermore, this model may encourage online
educators to take part in professional learning as well as academic discussions.
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It is also essential to understand how faculty members use virtual communities in their
teaching and learning practices. Pearson Learning Solutions and Babson Survey Research Group
(2012) conducted research to analyze the use of VCoP in faculty members personal use outside
of the job; professional use including on the job, but not while teaching; and instructional use
both online and in class (p. 5). These findings showed instructors use of VCoP being the highest
in their personal life in contrast to their professional and instructional use (see Figure 3).
Likewise, if a VCoP is integrated in faculty professional development then faculty members will
likely benefit from its use.
Despite many examples of VCoP developed for faculty professional development, there
is limited literature on the use of these platforms for professional growth and further research is
required (Lock, 2006; Allard et al., 2007; Riverin & Stacey, 2008; Carey, 2012).
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Figure 3. This diagram illustrates the usage of Facebook, LinkedIn, Blogs, and Wikis by faculty
members for personal, professional, and teaching purpose. Adapted from Blogs, wikis, podcasts
and Facebook: how todays higher education faculty use social media by M. Moran, J. Seaman,
and H. Tinti-Kane, 2012, Pearson Learning Solutions and the Babson Survey Research Group.
Copyright 2012 by the American Psychological Association.
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Social Constructivism
After a thorough analysis of the literature, it is believed that Vygotskys social
constructivist theory offers a valuable framework to better understand the benefits of VCoP in
faculty professional development (Kalpana, 2014; Stacey, 2002; Gold, 2011). The history of
constructivist theory is rooted back to Immanuel Kant, John Dewey, and Jean Piaget; however,
Lev Vygotsky is well-known for his social constructivist theory (DAngelo et al., 2009).
Vygotskys theory emphasizes on a learner-centered pedagogy, where learners construct new
knowledge and make sense of the information around them through social interaction with others
(Kalpana, 2014; Stacey, 2002). Indeed, Gold (2011) stated, humans are active, knowledgesearching creatures that transform and interpret experience using developed biological and
mental structures (p. 37). As a result, the social interactions between the individual,
interpersonal, and cultural-historical factors often help to transform old knowledge to new
knowledge (DAngelo et al., 2009, p. 1). Brook (2010) suggested, faculty diversity in virtual
communities of practice (VCoP) usually shapes cognitive learning processes by reinforcing
knowledge dissemination among its members (p. 266). Furthermore, collaborative learning and
meaningful discussions in VCoP support the introduction and resolution of the cognitive
conflict (DAngelo et al., 2009, p. 1) and build a foundation for reflective practice and
constructivist discovery (King, 2002, p. 240). Modern constructivist thought emphasizes on
discovery learning, cooperative learning, and cognitive apprenticeship approaches to support
instructional teaching methods (Slavin, 2003; DAngelo et al., 2009; Kalpana, 2014). Discovery
learning encourages learners to independently analyze and manipulate information in order to
reinforce their problem-solving and critical thinking skills (Slavin, 2003; DAngelo et al., 2009).
While using a cooperative learning approach, learners explore and understand complex concepts
as they actively engage in group discussions to solve problems collaboratively (Slavin, 2003).
Moreover, cognitive apprenticeship is a form of mentorship learning, which helps learners to
gradually acquire expertise through interaction with an expert such as more advanced peer
(Slavin, 2003). Therefore, one of the primary features of constructivist theory is the cultivation
of critical thinking skills in order to foster self-directed and autonomous learners in society
(Kalpana, 2014, p. 28).
This literature demonstrated an in-depth review of faculty professional development,
virtual communities of practice, faculty use of virtual communities of practice, and social
constructivism theory. This review supported the need for further research on the use of VCoP
for faculty professional development in order to understand how instructors utilize VCoP for
their professional development practices. Therefore, a meta-synthesis approach is used in this
research study to further explore the use of VCoP in higher education.
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Chapter 3: Methods
A qualitative meta-synthesis design was adopted to generate a new interpretation of
existing qualitative studies related to faculty use of VCoP for professional development in higher
education. According to Erwin, Brotherson, and Summers (2011), a meta-synthesis is a method
that enables researchers to identify a specific research question and then search for, select,
appraise, summarize, and combine qualitative evidence to address the research question (p.
186). Therefore, the intent of this qualitative meta-synthesis approach is to rigorously analyze
examples of qualitative research studies using a qualitative method to answer the following
research question: What impact does a virtual community of practice have on the professional
development of online instructors?
Research Approach
The aim of qualitative studies are often exploratory in nature and seek to generate novel
insights using inductive approach (Curry, Nembhard, & Bradley, 2009, p. 1442). This approach
also contributes to the emergence of new theories and generalizations. Therefore, the inductive
approach is chosen for the research process of this paper. The inductive approach is also referred
to as a bottom-up approach, and is associated with the specific observation of a topic, which then
proceeds towards more abstract concepts. Subsequently, theories are developed at the end of the
research rather than the beginning as a result of the findings (Thomas, 2006).
Data Collection
The data set consists of 32 qualitative studies, which were obtained between October and
November 2015, using the following databases:
Scholar Portal;
ProQuest;
Next, in order to get more specific information, the following online publications were also
searched:
Google Scholar
Later, the Canadian and American journals were searched to gather more data on professional
development:
Finally, to cover all the parameters of the search result these online organizations were also
examined:
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OntarioLearn;
eCampus Ontario;
Faculty Focus;
TeachOnline.ca;
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The primary key terms faculty development in Ontario and professional development
in Ontario were used to identify potential qualitative data to be utilized in this qualitative metasynthesis study. Due to the paucity of research information in Ontario, the search terms were
broadened (see Table 1) to acquire a wider range of data in this field. Subsequently, the search
terms produced 181 articles. This search was then narrowed based on the inclusions and
exclusions criteria in Table 2. After reviewing the articles based on the relevancy of the research
question, the final data set chosen consisted of 32 articles. The articles were then organized in
separate file folders for more accessible navigation and manageable retrieval.
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Table 1
Key Search Terms
Narrow
Broader
Related Terms
Alternative Terms
faculty development
in Ontario
faculty development
in Canada
faculty adoption of
teaching and learning
technologies
professional
development in
Ontario
professional
development in
Canada
faculty barrier to
change
higher education
faculty training in
Ontario
faculty professional
development in
Canada
supporting
professional
development through
community building
elearning in faculty
development in
Canada
community of
practice and faculty
training in Ontario
faculty development
for sessional faculty
in Canada
Ontario faculty
development
faculty development
for part time faculty
faculty constraints
towards attending
faculty development
faculty development
and communities of
practice in Ontario
educational
development
networks
faculty learning
communities in
Ontario
role of CoP in
teaching and learning
in Canada
educational
development
networks
sessional instructors
in Canada
teaching in higher
education with
technologies Canada
virtual communities
of practice and
professional
development
faculty learning
communities
online instructor
support
faculty development
and online
communities of
practice in Canada
faculty development
challenges
elearning instructor
support
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Table 2
Inclusion and Exclusion Criteria
Inclusion
Exclusion
27
Data Analysis
Qualitative data analysis is an iterative process, which relies heavily on the interpretation
of data and deeper understanding of participants experiences (Curry, Nembhard, & Bradley,
2009). In addition, the qualitative data analysis entails information sequencing; developing, and
applying a coding system; and formulating themes from the group of related categories (Thomas,
2006). For the purpose of this qualitative data analysis, a coding system, also known as template
analysis, will be used. The term template analysis refers to
a particular way of thematically analyzing qualitative data. Template analysis involves
the development of a coding template, which summarizes themes identified by the
researcher(s) as important in a data set, and organizing them in a meaningful and useful
manner. Analysis often starts with a priori codes, which identify themes strongly
expected to be relevant to the analysis (University of Huddersfield, 2014, para. 1).
The coding template is organized based on the themes originated from the data collected
thus far using the inductive research approach. In addition, these codes have been organized in a
hierarchical order with the broader themes first then moved towards more narrowed or specified
themes based on the textual data. The initial coding template commenced with a collection of a
priori codes then expanded as new codes emerged from other studies. Ultimately, this template
merged all the textual data along with the interpretation of all the coding (Au, 2007, p. 259).
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