A significant impact: a grassroots community of practice. (31st December 2019)

• Record Type: Journal Article
• Authors: O'Callaghan, Robin; King, Hunter; Miller, Carrie Lewis
• Is Part Of: Journal of applied research in higher education. Volume 12:Number 5(2020)
• Page Start: 943
• Page End: 956
• Publication Date: 2019-12-31
• Subjects: Teaching and learning -- Faculty professional development -- Special interest groups -- Webinars; Education, Higher -- Research -- Periodicals; Education, Higher -- Research -- Great Britain -- Periodicals; 378.00711
• DOI: 10.1108/JARHE-07-2019-0181
• Languages: English
• ISSNs: 2050-7003

Abstract

Abstract : Purpose: To determine the effectiveness of the Instructional Technologies and Learning Spaces Special Interest Group (SIG), a study was planned for the 2016–2017 academic year. An anonymous attitudinal survey was designed to help researchers determine the following: if the SIG webinars were useful to their teaching practice; if the participants had positive experiences in the webinars; what participants gained through webinar participation; if the webinar format was easy to use; if the participants intended to continue participating in future SIG offerings; and what gaps in SIG programming might exist. The paper aims to discuss these issues. Design/methodology/approach: This mixed method study examines the attitudes of faculty who participated in events hosted by a SIG that was used to support faculty development for the fourth largest system of two-year colleges and four-year universities in the USA. Findings: Results of the study indicate that the methods used by the SIG were well-received by faculty across the state and that the programming was found to be valuable and helpful in informing their pedagogical practice, particularly in online environments. Research limitations/implications: Given the subjective nature of this study (i.e. mixed methods), some caution should be taken when interpreting the results. Originality/value: This paper provides insight into a potential method of providing high-quality professional development to faculty at multiple institutions or across large geographic distances, including adjuncts and teaching assistants.