Abstract
Though more institutions report an increase in online programs and course offerings, faculty report poor institutional support for teaching faculty engaged in online courses (Sloan National Commission on Online Learning, 2013). With the growing number of faculty engaged in online teaching and learning there is a need for innovative approaches to faculty professional development and support (Association of Public and Land-grant Universities-Sloan National Commission on Online Learning, 2009). Communities of practice for faculty teaching at a distance may provide opportunities for professional development and support. Guidelines for designing a virtual community of practice demonstrate how research-based tasks may be mapped to the design tasks in the ADDIE model.
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References
Association of Public and Land-grant Universities-Sloan National Commission on Online Learning. (2009). Online learning as a strategic asset. Retrieved November 4, 2009, from http://www.sloan-c.org/APLU_Reports
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Sloan National Commission on Online Learning. (2013). Changing course: Ten years of tracking online education in the United States. Babson Park, MA: Babson Survey Research Group.
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Bond, M.A., Lockee, B.B. (2014). Conclusion and Next Steps. In: Building Virtual Communities of Practice for Distance Educators. SpringerBriefs in Educational Communications and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-03626-7_7
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DOI: https://doi.org/10.1007/978-3-319-03626-7_7
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