Faculty learning communities: Supporting the development of online educators

Abstract

The Covid-19 pandemic prompted a rapid transition to distance education internationally. Higher education institutions have since been challenged to adapt and support faculty needs for online teaching practices and pedagogical approaches that differ from face-to-face teaching. One approach to consider is the fostering of faculty learning communities, peer-led communities with faculty members of varied status or experience, generally selected by a facilitator or programme coordinator. Faculty learning communities have been found to provide effective environments for faculty development initiatives through members’ collective encouragement, support and collaboration in the development of teaching practices.This article examines a university in the United Arab Emirates that looked at fostering faculty learning communities to deliver training and support in learning design and teaching pedagogy to improve online teaching practices. Findings suggest that faculty learning communities thrive when experienced members facilitate learning through shared goals alongside collective input, participation and collaboration in the community. Given the current pertinence of this topic, more research is needed to better understand if learning communities have long-term impact to promote effective planning and development of online teaching practices in distance education.Keywords: change management; community of inquiry; communities of practice; distance learning; faculty learning communities; learning design; online learningPart of the Special Issue Technology enhanced learning in the MENA region