Paima J Final Paper

Running head: THE IMPACT OF A VCoP ON THE FPD
The Impact of a Virtual Community of Practice on the Faculty Professional

Development of Online Instructors
Jina Paima
University of Ontario Institution of Technology
Due: April 10, 2016
Submitted to: Jordanne Christie
THE IMPACT OF A VCoP ON THE FPD
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Table of Contents
List of Figures.................................................................................................................................4
List of Tables..................................................................................................................................5
Abstract..........................................................................................................................................6
The Impact of a Virtual Community of Practice on the Faculty Professional.........................7
Development of Online Instructors..............................................................................................7
Statement of the Problem.....................................................................................................7
Significance of the Problem.................................................................................................8
Research Question...............................................................................................................9
Independent and Dependent Variables................................................................................9
Theoretical Framework.....................................................................................................12
Chapter 2: Literature Review....................................................................................................14
Faculty Professional Development (FPD).........................................................................14
Virtual Community of Practice (VCoP).............................................................................16
Faculty Use of a VCoP......................................................................................................18
Social Constructivism........................................................................................................21
Chapter 3: Methods....................................................................................................................23
Research Approach............................................................................................................23
Data Collection..................................................................................................................23
Data Analysis.....................................................................................................................28
Coding Process..................................................................................................................28
Theme 1: Building a Community of Learners....................................................................32
Theme 2: Faculty Behaviour Change................................................................................33
Theme 3: Experiential Learning Approach.......................................................................34

Theme 4: Learner-Centred Approach................................................................................34
Theme 5: Autonomous Learning Behaviour......................................................................35
Theme 6: Peer Mentoring and Coaching..........................................................................36
Theme 7: Faculty Satisfaction and Learning.....................................................................36
Theme 8: Flexibility of Access...........................................................................................37
Theme 9: Cognitive Presence............................................................................................37
Theme 10: Communal Knowledge Management...............................................................38
Chapter 5: Research Discussion.................................................................................................39
Social Nature of Online Learning......................................................................................39
Faculty Participation in a VCoP.......................................................................................41
Acquisition of Knowledge and Skills.................................................................................42
Enhanced Teaching and Learning Practices.....................................................................43
Impact of a VCoP on FPD.................................................................................................44
Implications..................................................................................................................................44
Recommendations........................................................................................................................45
Conclusion....................................................................................................................................46
References.....................................................................................................................................48
List of Figures
Figure
Page
1: Independent and Dependent Variables..10

2: Theoretical Framework.13
3: Faculty Use of a VCoP.20
4: Structure of Thematic Network30
List of Tables
Table
Page
1: Key Search Terms 26

2: Inclusion and Exclusion Criteria.. 27
3: Qualitative Meta-Synthesis Studies and Codes. 31
4: Qualitative Meta-Synthesis Code Template.. 31
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Abstract
This study used a meta-synthesis approach to examine 17 qualitative data sets, which
helped to determine how higher education institutions across Canada apply a virtual community
of practice (VCoP) in their faculty professional development in order to engage instructors in an
active learning process. To examine the social and collaborative nature of the online community,
this study utilized Vygotsky's social constructivist framework in contrast to faculty learning. The
research indicated that faculty appeared to learn from their peers through online discussion
forums. A VCoP demonstrated numerous affordances in the acquisition of faculty professional
knowledge and skills while encouraging instructors to foster best teaching practices. The results
compiled in five overarching dimensions to discuss further. The recommendations included the
conversion of formal training to informal training using online technology, the use of online
networks and repositories, and the need to support VCoP.
Keywords: virtual community of practice, VCoP, faculty professional development, social

constructivist theory, online instructors, online teaching, online learning
The Impact of a Virtual Community of Practice on the Faculty Professional

Development of Online Instructors
The purpose of this meta-synthesis research was to explore how Canadian higher
education institutions utilize a virtual community of practice (VCoP) for professional
development of online instructors. In response to this inquiry, different knowledge realms such,
faculty professional development (FPD), online instructors, VCoP, and social constructivist
theory were analyzed to understand the underlying gaps and limitations in faculty professional
practices.
Statement of the Problem
Over the past decade, higher education institutions in Canada have been robustly moving
towards online education. It is crucial to know that online learning is occupying a new position
in the strategic thinking of Ontario colleges and universities (Contact North, 2015b, para. 4).
Based on the OntarioLearns annual report, Contact North had only 500 registration in relatively
few online course in 1995; however, today they have 1,191 online courses available with
enrollment exceeding 70,000 students, depicting a substantial increase over the past 10 years.
(2015, p. 9). Therefore, many colleges and universities view online learning as an essential part
of their viability and expect instructors to adopt online teaching skills (Allen & Seaman, 2013).
With the growth of online education, institutions in higher education have been faced with the
challenges of developing faculty who are ready, willing, and able to teach in the online world
(Meyer, 2013, p. 95). Mainly, instructors do recognize the need to transition from face-to-face to
online teaching; however, adopting a new instructional delivery system has inherent barriers. For
instance, the rapid transformation of technology has challenged educators in many ways, such as
they cannot cope with the fast growing demands of learning new technologies (Carter et al.,
2014). On the other hand, the lack of professional development programs impedes them from
adopting online courseware (Zawacki-Richter, 2005). Therefore, the problem that needs to be
addressed is strengthening instructors andragogical and technological skills to encourage online
courses adoption.
Recently, there has been a shift in FPD towards a VCoP in which instructors can connect
with their like-minded colleague online to discuss work related issues and attain solutions to their
problems collaboratively (Eib & Miller, 2006; Reilly, Vandenhouten, Gallagher-Lepak, &
Ralston-Berg, 2012). Likewise, a VCoP is an efficient way of supporting FPD in a virtual
environment and is a cost-effective method of promoting online learning (Reilly et al., 2012).
Consequently, it is essential to understand how higher education institutions can integrate a
VCoP into their FPD to share information and best practices related to teaching and learning
approaches (Reilly et al., 2012).
Significance of the Problem
FPD is an important element of instructional effectiveness, which leads to improving
instructors teaching and learning abilities (Reilly et al., 2012). Studies have shown that while
FPD should be an ongoing and iterative process, but the availability of such programs to assist
online instructors is limited (Eib & Miller, 2006). Online instructors require an abundant amount
of training and computer skills to feel prepared and ready to teach in an online domain. Carter et
al. (2014) stated, online teaching can be a major source of discomfort and frustration if
sufficient supports are not in place (p. 7). Hence, an online technical support is required to help
instructors acquire new technological skills and quickly overcome technology-related challenges
(Brook, 2010). Higher education institutions should consider incorporating both technological

and instructional components of online teaching in their FPD to foster best approaches and to
meet the unique needs of online instructors (Teeter et al., 2011).
Research Question
The aim of this thesis was to understand online faculty experiences through the use of a
VCoP in higher education institutions across Canada and to answer the following question:
1. What impact does a virtual community of practice have on the professional development
of online instructors?
Independent and Dependent Variables
The conceptual framework of social constructivism was used to measure faculty
participation in a VCoP (independent variables), which instigated acquisition of new knowledge
and skills (dependent variable), and ultimately enhanced faculty teaching and learning practices
(indicator).

Figure 1. Independent and Dependent Variables
Figure 1. This diagram depicts the use of the social constructivist framework in a VCoP
(independent variables) to acquire new teaching knowledge and skills (dependent variables) in
order to enhance instructors online teaching and learning practices (indicators).
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Definition of Terms
For the purpose of this research paper, the following definition of terms was used:
Faculty Members: Faculty members encompass educators, facilitators, instructors, and professors
and may be used interchangeably within the context of this paper, it may also include part-time,
sessional, and lecturers.
Faculty Professional Development (FPD): Faculty professional development refers to the
acquisition of information, knowledge, and skills related to the teaching and learning of students.
Online Learning: Online learning refers to computer-mediated learning and/or web-based
learning.
Online Teaching: Online teaching refers to computer-mediated teaching and/or web-based
teaching.
Social Constructivism: Social constructivism refers to the collaborative and the social nature of
learning, which was developed by post-revolutionary Soviet psychologist Lev Vygotsky
(McLeod, 2014).
Teaching Practices: Teaching practices refer to student learning in higher education.
Virtual Community of Practice (VCoP): 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 on-going basis (Wenger, McDermott, & Snyder,
2002, p. 4). Furthermore, 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 constructivist framework was examined in relation to
a VCoP and FPD. According to the social constructivist theory, knowledge is not simply
constructed it is co-constructed this is 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 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 their perceived knowledge to others (see Figure 2) in order to
construct more meaningful and 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). The constructivist theory
also suggests that knowledge can be generated, negotiated and expanded in a VCoP through
social interaction among its members (Brooks, 2010, p. 265). Similarly, a VCoP should
incorporate collaborative models of learning in order to sustain and decrease instructordependency on the FPD providers (King, 2002, p. 240).
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Figure 2. Theoretical Framework
Figure 2. This multimodal chart illustrates a full dimension of a VCoP in relation to the potential
outcomes. It shows how instructors can use social constructivist theory in a VCoP to co-create
knowledge and to reflect, review, and transform this knowledge to other members. 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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Chapter 2: Literature Review

This literature review evaluated various bodies of research to consolidate and
comprehend multiple scholarly views and perspectives concerning FPD and VCoP. In addition, it
discussed gaps in the existing literature, provided potential limitations, and functioned as a
guideline for the design of my undergraduate thesis. This review is structured in four core areas:
(a) faculty professional development; (b) virtual community of practice; (c) faculty use of a
VCoP; and (d) social constructivism.
Faculty Professional Development (FPD)
Despite the rising number of online courses in most Canadian colleges and universities,
faculty on a fixed schedule remain the core of the teaching activity of institutions (Contact
North, 2015b, para. 3). Most higher education institutions offer some sort of professional
development training, programs, resources, and best practices related to online teaching;
however, instructors are reluctant to take advantage of these opportunities (Contact North,
2015b; Garcia & Albert, 2011; Human Resources & Skills Development Canada, 2012). Thus, it
is pivotal to understand the reasons behind the faculty reluctance and find ways to encourage
them to embrace these opportunities. Some common reasons for faculty reluctance were
identified as lack of understanding and misconception of online teaching and learning, loss of
control over traditional teaching methods, and job insecurity (Online University Education in
Canada, 2012). Other inhibitors were heavy workloads, technology issues, time constraints, lack
of training, and the amount of time it takes to develop, design, and deliver online courses
(Contact North, 2015b; Garcia & Albert, 2011; Howard & Taber, 2010).
Additionally, faculty members perceive professional development programs as an
episodic process rather than a continual procedure. Typically, a continuous professional
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development training programs are considered to be essential for the improvement of faculty
professional learning (Howard &Taber, 2010). On the other hand, many college teachers expect
faculty development to focus on the instrumental practicalities of teaching their particular course
curriculum (Howard & Taber, 2010, p. 37). Nonetheless, this expectation is unfeasible for the
higher education institutions to accommodate because of the high number of faculty outweighing
the professional development staff.
Instructors also encounter a lack of faculty program review. Professional development
administrators may neglect regular review of faculty programs; however, these reviews are
necessary to determine the efficacy of the programs for promoting andragogical advancement, as
well as to ensure connection to the institutions core values are met (Broad & Evans, 2006;
Howard & Taber, 2010).
According to Mills, Yanes, and Casebeer (2009), there is a lack of knowledge about how
technology can transform teaching. Some faculty are scared by it, some do not have time to learn
about it and some just do not see the importance (p. 26). Instructors also identified that
preparing for an online course requires an excessive amount of time and amplified workload,
which is not compensated by the institutions (Tomei, 2006). On the other hand, lack of
technology skills hinders instructors ability to foster online instruction as well (Carter et al.,
2014). Online instructors require timely assistance with technology-related problems and feel
there is a lack of technical support. As Brook (2010) suggested, online technical support is
needed to help instructors acquire technology skills as well as quickly overcome technologyrelated challenges (p. 262).
Moreover, higher education institutions are shifting their focus towards a research-based
model of learning, diminishing the value of teaching excellence in order to receive government
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grants (Henard & Roseveare, 2012). Nevertheless, it is essential to acknowledge that nobody is
happier about the increasing research-intensiveness of Canadian universities than academics
themselves (Charbonneau, 2011, para. 5). 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 developing field
and more research is required to recommend better teaching practices (p. 91). FPD remains to be
an issue across most Canadian institutions; however, efforts to improve the quality of online
teaching qualities are going through a critical review.
Virtual Community of Practice (VCoP)
Every day millions of Internet users around the globe log into different social networking
sites such as Twitter, Facebook, and LinkedIn, to establish communities based on their personal
interests. These communities allow users to debate special topics, share knowledge, discuss their
daily life activities and/or simply locate solutions to their problems (boyd & Ellison, 2008). In
essence, every individual is periodically engaged in one or more communities without
consciously knowing their involvement.
The concept of a community of practice (CoP) is not a new phenomenon. In fact, it dates
back to 1991 when Lave and Wenger first devised the term (Hara, 2008, p. 11). According to
Wenger, McDermott, and Snyder (2002), a CoP 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 on-going basis (p. 4). In addition, Wenger,
McDermott, and Snyder (2002) identified three core components to differentiate their specific
CoP from other existing communities: (a) domain; (b) community; and (c) practice (p. 27).
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These terms were defined as such domain refers to the shared repertoire of the community;
community addresses the interaction of and role definition of members, and practice is the
knowledge building and sharing efforts required for a community of practice to thrive (Bond &
Lockee, 2014, p. 2). Dub, Bourhis, and Jacob (2005) combined Wengers CoP model with other
online tools to create an intriguing opportunity for online users to share knowledge and interact
with each other. Dub, Bourhis, and Jacob defined VCoP 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 numerous studies on a VCoP and online communication were conducted in the
early 1990s (Babbie, 1996), it is not until recent years that a VCoP has become more widespread,
providing opportunities for everyone to integrate this best practice into their everyday lives
(Ellison, Steinfield, & Lampe, 2007). This evolution has enabled a few higher education
institutions in Canada to adopt VCoP within their FPD. For example, McMaster University in
Ontario developed a VCoP framework for their faculty, staff, and students to empower them to
share ideas and foster learning (Teeter et al., 2011). While VCoPs have gained popularity in
faculty professional learning, it is pivotal to recognize the limitation of studies on how
instructors are currently using a VCoP for their professional advancement (Brooks, 2010). It is
important to note that establishing a VCoP similar to McMaster University is not difficult should
higher education institutions wish to engage instructors in a more practical and consequential
way to grow professionally. Likewise, this initiative may encourage and motivate online
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instructors to take part in professional learning and academic discussions from anywhere at
anytime.
Faculty Use of a VCoP
Several Canadian higher education institutions are recognizing the need for online FPD
programs. They also acknowledge that in order for the online courses to run smoothly and
effectively, instructors should have the skills, knowledge, and digital tools required to proceed
with their online lessons (Hanna, 2014; Kanuka & Rourke, 2013). An increasing number of
educators also require timely assistance to solve technology-related problems outside
campus hours (Brook, 2010, p. 262). Therefore, studies have shown that computer-mediated
online training offers many affordances to instructors such as low-cost and high-performance
delivery to overcome some barriers. These affordances also allow instructors to conceivably
access learning resources from any connected device at any time. More specifically, online
learning can be highly structured, and it can have features that are under facultys control, such
as pacing, review, and content depending on the learners abilities and interests (London & Hall,
2011, p. 757-758).
In a VCoP, instructors are encouraged to share ideas, information, knowledge, and
resources to enhance their online instructional methods and to solve educational problems in a
systematic manner (Bond & Lockee, 2014). A VCoP also provides the support needed to offset
the time and technology issues through systematic inquiry, critique, and collaboration within a
diverse community of learners (Hutchings, 2010, p. 70). Similarly, the notion of a VCoP falls
under the social constructivist andragogical theory, which underlies the importance of
collaborative learning and knowledge co-construction through social interaction. Thus, it seems
to be an appealing concept, especially for those instructors who are unable to build a social
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connection with their colleagues in a face-to-face environment (Brook, 2010). As a result, a

VCoP is highly recommended as a link to create a sense of community and promote a sense of
belonging by bridging faculty isolation gaps (Brook, 2010; Eib & Miller, 2007).
It is also, indispensable to understand how instructors use a VCoP in their teaching and
learning mediums. Moran, Seaman, and Tinti-Kane (2012) conducted a study to examine the
faculty use of a VCoP in their personal life outside of their job and their professional life,
including teaching and non-teaching as well as instructional life both online and in-class (p. 5).
These findings showed extensive use of a VCoP by instructors in their personal life in contrast to
their professional and instructional life (see Figure 3). Therefore, if a VCoP is incorporated into
the professional and instructional life of online instructors then the possibility to obtain the
technological and educational resources could result in a positive professional growth.
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Figure 3. Faculty Use of a VCoP
Figure 3. The above diagram depicts the use of a VCoP (Facebook, LinkedIn, Blogs, and Wikis)
by instructors for their personal, professional, and teaching purposes. 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
Lev Vygotskys social constructivist theory offers a valuable framework to better
comprehend the benefits of a VCoP in FPD (Gold, 2001; Kalpana, 2014; Stacey, 2002). The
history of constructivist theory is traced back to Immanuel Kant, John Dewey, and Jean Piaget,
but Lev Vygotsky is well-known for this theory (DAngelo et al., 2009). Social constructivist
theory emphasis on a learner-centred andragogy, the learner creates new knowledge and makes
sense of the information around them through social interaction with others (Kalpana, 2014;
Stacey, 2002). In fact, Gold (2001) stated, humans are active, knowledge-searching creatures
that transform and interpret experience using developed biological and mental structures (p. 37).
As a result, social interactions between the individual, interpersonal, and cultural-historical
factors often support to transform old knowledge into new (DAngelo et al., 2009, p. 1).
Brook (2010) suggests faculty diversity in a VCoP usually shapes cognitive learning
processes by reinforcing knowledge distribution among its members (p. 266). Furthermore,
collaborative learning and momentous discussions in a VCoP could support the introduction
and resolution of the cognitive conflict (DAngelo et al., 2009, p. 1) as well as build a
foundation for reflective practice and constructivist discovery (King, 2002, p. 240). Modern
constructivist thoughts, places emphasis on discovery learning, cooperative learning, and
cognitive apprenticeship approaches to support instructional teaching models (DAngelo et al.,
2009; Kalpana, 2014; Slavin, 2003). Discovery learning inspires learners to independently
analyze and manipulate information in order to reinforce their problem-solving and critical
thinking skills (DAngelo et al., 2009; Slavin, 2003). Meanwhile, cooperative learning enables
learners to explore and apprehend the complexity of the concepts through active engagement
with their group members (Slavin, 2003). Finally, cognitive apprenticeship is a kind of
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mentorship learning, which assists learners to gradually acquire expertise through interaction
with an expert such as more advanced peer (Slavin, 2003, p. 258). Consequently, 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 review demonstrated an in-depth analysis of the FPD, VCoP, faculty use of
a VCoP, and social constructivist theory. The review supported the need for further research on
how instructors utilize a VCoP for their professional development practices. Therefore, a metasynthesis approach in this study would further explore the use of a VCoP in higher education
institutions.
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Chapter 3: Methods
A meta-synthesis design was adopted to generate a new interpretation of the existing
qualitative studies related to faculty use of a VCoP for FPD in higher education institutions.
According to Erwin, Brotherson, and Summers (2011), 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). Thus,
the intent of this meta-synthesis approach was to rigorously examine examples of 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
According to Curry, Nembhard, and Bradley (2009), the aim of qualitative studies are
often exploratory in nature and seek to generate novel insights using inductive approach (p.
1442). This approach can contribute to the emergence of new theories and generalizations. Thus,
the inductive approach was 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 the
topic. Subsequently, theories were developed at the end of the research rather than the beginning
as a result of the findings (Thomas, 2006).
Data Collection
The data sets consisted of 17 qualitative studies, which were obtained during the months
of October, November, and December 2015, using the following databases:
UOIT library database;
EBSCOhost research databases;
Scholar Portal;
Educational Resources Information Centre (ERIC); and
ProQuest
Next, to generate more specific information, the following online publications were also
searched:
Taylor Francis Online;
Sage References Online;
Wiley Online Library;
Google ebooks; and
Google Scholar
Later, Canadian and American journals were examined to gather more data on professional
development:
The International Review of Research in Open and Distributed Learning;
Journal of Higher Education;
Canadian Journal of Learning Technology;
Canadian Journal of Higher Education;
Journal of University Teaching and Learning;
Innovations in Education and Teaching International;
Educause Review; and
Journal of Online Learning and Teaching (MERLOT)
Finally, to cover all the parameters of the search result these online organizations were also
analyzed:
OntarioLearn;
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eCampus Ontario;
Faculty Focus;
Online Learning and Distance Education, Contact North;
Council of Ontario Universities;
University Affairs; and
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. 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 inclusion and exclusion criteria in Table 2. After reviewing the articles
based on the relevancy of the research question, the final data set chosen were comprised of 17
articles. These articles were then organized in a separate file folder for more manageable and
accessible 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
reasons for resistance

to faculty
development
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

centres in Ontario
community of
practice and faculty
training in Ontario
faculty development
for sessional faculty
in Canada
higher education and

online teaching and
learning
Ontario faculty
development
online teacher faculty

development in
Canada
faculty development
for part time faculty
faculty constraints
towards attending
faculty development
faculty development
and communities of
practice in Ontario
online teaching and

learning support
Canada
educational
development
networks
reasons why faculty

resist professional
development
virtual teaching and

learning technology
online teaching and

learning communities
in Canada
college and university teaching and learning

faculty development
centres
faculty learning
communities in
Ontario
role of CoP in
in Canada
educational
development
networks
sessional instructors
in Canada

with online
communities of
practice
faculty development
and online
communities of
practice in Ontario
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
studies that used qualitative data
Exclusion
studies on online communities of practice in
K-12 teacher training
studies published in English that contain
studies on teaching training in K-12
qualitative data
institutions
articles published in peer-reviewed journals
published or unpublished dissertation and/or
and conference proceeding from 2005 to
thesis
2015 inclusive
research on higher education institutions in
newspaper, magazine, Web Pages

research on higher education institutions in
Canada or the USA
other countries
studies on online teaching and learning
studies published before 2005 with
centres in Canada or the USA
acceptation of learning theories
studies on faculty professional development

in Canada or the USA
studies on online communities of practice in
Canada or the USA
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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). A coding system, also known as template analysis, was used for the purpose of this
qualitative data analysis. 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 was organized based on the themes originated from the data
collected, using the inductive research approach. These codes were first organized in a
hierarchical order with the broader themes and 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).
Coding Process
As Merriam and Tisdell (2001) stated, the data analysis is the process of meaning
making consolidating, reducing, and interpreting what other people have said and what the
researcher had seen and read (p. 202). This study was initially coded based on the sources of
information and data collection presented previously.
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For accuracy and accessibility reasons, all the data sets were printed and refined to reduce
data, display the findings, draw and verify the conclusions. Finally, 17 qualitative data sets
remained to be reviewed and analyzed for dominant themes, recurring patterns, and
commonalities within the studies. A coding sheet was then developed to revise and refine each
study as I progressed through the reviewing process. For each article, a coding sheet was
completed by reading and comparing the articles twice. Finally, the coding scheme and the
revised codes were documented in a code book. All articles were re-read and re-coded once the
clusters and the associated elements appeared constant.
Additionally, I created a concise concept map by adopting Attride-Stirlings thematic
network analysis template, which is defined as a web-like illustrations that summarize the main
themes constituting a piece of text (2001, p. 385). The concept map was then created using the
Cmap tools and thereafter the iterative analysis process began. This process was comprised of
constant comparison of the codes, identification of emergent themes, and theme development. As
themes and sub-themes emerged, they were imparted to the concept map for further analysis and
pattern coding identification. These pattern codes were then coded and reduced to establish
consistent coding among the groups (see Figure 4). Initially, 9 themes were generated; however,
after my second revision, 10 themes were finalized. Later, a coding template table was created to
export all the themes from the concept map into the table to start the coding process. After all the
themes were coded, another table was created to include the qualitative meta-synthesis studies
and codes, which exhibited the author's name, year of publication, and the emergent codes (see
Table 3 and 4). Finally, all the data sets were re-examined to confirm precision in the themes and
the coding patterns.

Figure 4: Structure of Thematic Network
30
31
Figure 4: This thematic network template depicts all the themes and sub-themes emerged from the qualitative studies.

Table 3
Qualitative Meta-Synthesis Studies and Codes
32
Table 4
Qualitative Meta-Synthesis Code Template
33
Chapter 4: Research Findings

The aim of this research study was to find the extent to which faculty learning occurred
through the use of a VCoP in higher education institutions across Canada. A qualitative metasynthesis approach was utilized in an effort to answer the following research question: What
impact does a VCoP have on the professional development of online instructors? After
synthesizing 17 qualitative studies, the data set revealed 10 overarching themes. These themes
confirmed the efficacy of a VCoP on FPD while establishing a basic foundation to support and
assist online instructors. Moreover, the research studies found that online instructors were using
social constructivism as a backbone theory to collectively learn and exchange information in an
online learning environment. Thus, the data sets were collected and analyzed via a thematic
synthesis template and the findings were organized in a hierarchical order with the broader
themes first and then moving towards more narrowed or specified themes based on the textual
data. Further, quotations from the original studies were used to validate the findings; the results
are presented below.
Theme 1: Building a Community of Learners
Building a community of learners was the most prominent theme that appeared in several
studies. These findings revealed that social presence, social interaction, and collaborative
learning are the core components of a successful online community, which also fosters a high
reciprocal learning environment. This notion was verified by Vaughan and Garrison (2005), who
reported: this combination of physical and online spaces allowed for a greater variety of
communication and interaction, which allowed the participants to get to know each other better,
leading to a stronger sense of community (p. 7).
34
In other studies, participants highlighted the efficacy of collaborative learning, which

enabled participants to construct knowledge together with their peers while undertaking new
tactics in their teaching and learning problems and obstacles. For example, in Schindel, Hughes,
and Sadowskis (2013) article, the participants illustrated that:
In a community of inquiry, the social nature of teaching and learning is evident in
relationships, discussions, and reflection on learning processes and construction of
knowledge through active engagement with others. Our experiences with blended
learning reinforce the value of community, knowledge construction, and engagement of
students and faculty in the teaching and learning processes. (p. 148-149)
Eventually, community building relies heavily on its members presence, on-going
interaction, and collaborative discussion in order to sustain a more influential faculty
development.
Theme 2: Faculty Behaviour Change
The dominant area of focus in this theme suggested a vital correlation between faculty
behaviour change and online professional learning. Findings across a wide range of studies
showed that instructors replicate a positive gradual change in their sense of empowerment,
enthusiasm, and willingness to learn and participate in online activities and discussion forums. In
regards to this behaviour change, a participant reported, we learned from our individual and
collective teaching experiences, generated new ideas, continually improved course design, and
shared the workload (Schindel, Hughes, & Sadowski, 2013, p. 148). In another similar study, a
participant reinstated that he will develop lesson plans into his future lectures and will
incorporate videos and technology tools in his outline (Hanna, 2014, p. 4). Thus, these studies
indicated a considerable shift in faculty attitude towards online teaching and learning.
35
Meanwhile, participants also acknowledged the impact of a VCoP, which augmented their
critical thinking, creative analyzing, and knowledge building skills.
Theme 3: Experiential Learning Approach
Numerous studies also revealed the phenomenon of the experiential learning approach as
a pivotal theme in an online learning situation. These findings showed that experiential learning
in a VCoP permit learners to observe and reflect on their prior learning experiences to make
better and informed judgments. These observations and reflections are then synthesized into a
new conceptual understanding and interpretation of their new experiences. Likewise, this
conceptual understanding is further applied and used to guide new and worthwhile experiences.
An example of this approach appeared in Steinerts (2011) study, whereby participants stated:
It is important to remember that reflecting on experience enhances both learning by doing
and observing, and it is a critical component of successful faculty development. In fact,
whatever the nomenclature, self-awareness, critical analysis and the development of a
new perspective are fundamental to the process of self-improvement and must be viewed
as part of the trajectory of professional development. (p. 17)
As a result, most participants appraised the benefit of reflective learning and reported that
experiential learning contributes to the supportive mechanism of their teaching and learning
medium while providing the means to build new ideas, knowledge, and skills
Theme 4: Learner-Centred Approach
The dominant theme in this group recommended that the learner-centred approach is an
effective way of keeping learners engaged in online learning. In this approach, the instructor is
no longer viewed as the master of knowledge, but rather the students are given the power of
learning and acquiring their own knowledge. Thus, instructors encourage students to take
36
responsibility for their learning while only providing assistance to them to achieve their desired
goals. This notion was verified in a study conducted by Howard and Taber (2010):
Learners engaged in their own learning, thus ensuring it is meaningful to their lives and
applicable to their context. The role of the educator is to act as a facilitator with particular
expertise to assist the learners in their learning journeys by providing choices,
opportunities, and support as well as in helping learners challenge their own
understanding. (p. 38)
Other participants acknowledged the perks of a learner-centred approach and reported
that it offers an opportunity to review and understand the contextual material before fully
immersing oneself in online collaborative dialogues. Moreover, learners create their own
knowledge by gathering and synthesizing the information available online and use their critical
thinking and problem-solving skills to co-create solutions to their real-life problems.
Theme 5: Autonomous Learning Behaviour
The results demonstrated that the autonomous learning behaviour promotes selfawareness practices, and capacitates instructors to be aware of their teaching strengths and
weaknesses. Subsequently, participants revealed their engagement in active and self-directed
learning, which increased their involvement in a VCoP and fostered enhanced critical reflection
skills. Likewise, participants observed the value of critical reflection through discourse and
verified higher self-reflective practices as online learners. Vaughan and Garrison (2005) also
agreed with this perspective and stated through the reflective nature of the online discussions,
which forced them to think and reflect on their projects before posting a comment that they knew
would be read by all members of the community (p. 7). Thus, autonomous learning behaviour
37
inspires instructors to take charge of their own learning through critical reflection and an
independent decision-making process.
Theme 6: Peer Mentoring and Coaching
Several participants experienced an enormous change in their online teaching methods
due to their peer mentors guidance, support, and expertise. In addition, some participants also
observed an improvement in building and diffusing of knowledge due to the on-going, timely,
and constructive feedback from their peers. For instance, in Gabriel and Kaufields (2008) paper,
an example of peer mentoring illustrated as such:
Both mentor and instructors found this program to be valuable. The mentor reported that
she developed an understanding of the process of post-secondary course development,
with its concomitant challenges. Instructors reported that it was a positive experience
knowing they would be communicating on a consistent basis with their mentor about
their online teaching. This knowledge seemed to lessen feelings of isolation experienced
by participants ... (p. 322)
As a result, peer mentoring programs are proven to be an effective and cohesive way of
supporting instructors to overcome their online teaching and learning obstacles while stimulating
to use different digital technologies in their coursework.
Theme 7: Faculty Satisfaction and Learning
Many participants indicated a high level of satisfaction and interest in their online
learning while acquiring knowledge of various digital tools and how to amalgamate them into
their teaching projects. In a study by Contact North (2015c), the key findings highlighted the
Online Instructional Skills Workshop provides faculty not only with skills they can apply to their
online teaching, but also with experience in learning through online facilitation that they can
38
apply to their course design (p. 3). Related to the faculty learning experiences, participants
provided insightful comments the online facilitator environment contributes to the high
retention rates for the part-time facilitators. Even when they are not leading a course, facilitators
can access the site to check on developments and assess their interest in teaching upcoming
courses (Contact North, 2015a, p. 2). Therefore, online learning enhances instructors
understanding of the content they teach as well as promotes opportunities to support and learn
from each.
Theme 8: Flexibility of Access
Most participants described the accessibility, flexibility, usability, and the time
management aspect of online learning to be the key motivator in faculty contribution. Other
participants stated the prominence of anytime-anyplace access to the learning aids, which
permitted enough time to review, reflect, and discourse exemplary instances of their teaching
practices. These results coincide with MacNeill, Telner, Sparaggis-Agaliotis, and Hannas (2014)
study, who found that using computers, linkages between other health care providers, patients,
and evidence-based information on the Internet can occur conveniently from geographically
disparate locations, which may be a particular advantage to those in rural, remote, or
disconnected settings (p. 108). Thus, the flexibility of access connects instructors with different
online teaching resources and increases their level of motivation to participate.
Theme 9: Cognitive Presence
The theme of cognitive presence appeared to be a vital theme in various studies. As such,
participants in these studies revealed exposure to cognitive presence through online interaction
and the creation of new ideas, which in turn initiates the process of inquiry. In a study, related to
cognitive presence and the inquiry process the participants stated that the FLC experience
39
helped them to understand the rationale for blended learning, exposed them to new ideas, which
triggered new practical inquiry cycles, and provided opportunities to share ideas and resources
with others (Vaughan & Garrison, 2006, p. 146). Therefore, a collaborative inquiry is part of the
cognitive presence, which gives rise to the construction of meaningful interaction in a VCoP
through the extended critical thinking process.
Theme 10: Communal Knowledge Management
The final dominant theme that originated in several qualitative studies was communal
knowledge management. Numerous participants agreed that a VCoP has the affordance to store
educational resources, which nurtures greater knowledge sharing opportunities and allows for a
wider retrieval of educational data, information, and knowledge. This notion coincides with
Vaughan and Garrisons (2005) study who reported that the online component allowed for this
sharing of different perspectives to extend beyond the limited time for the face-to-face sessions
and also provided for the creation of a communal knowledge management resource web site,
which faculty could continually return to and reference for their project development (p. 6).
Consequently, participants gaining access to online repositories empower them to acquire
valuable knowledge related to their domain, search for a wider selection of resources from other
domains, and then amalgamate these contents in their our practices to offer greater and richer
teaching opportunities.
40
Chapter 5: Research Discussion

This meta-synthesis research analyzed 17 primary data sets to investigate the impact of a
VCoP on the professional development of online instructors. The findings unveiled an interesting
discernment of the faculty experiences and how learning through social constructivism can occur
within a VCoP. Based on the research findings and 10 emergent themes, five overarching
dimensions were compiled to synthesize and discuss the results further. These are (1) social
nature of online learning; (2) faculty participation in a VCoP; (3) acquisition of knowledge and
skills; (4) enhanced teaching and learning practices; and (5) overall impact of a VCoP on FPD.
Further, these overarching dimensions specifically accentuate on my theoretical framework, both
independent and dependent variables (see Figure 1), as well as answer my research question:
What impact does a VCoP have on the professional development of online instructors?
Social Nature of Online Learning
The results from these studies revealed a pivotal impact of a VCoP on the professional
development of online instructors through the use of social constructivist theory. Thus, the social
presence, social interaction, and collaborative learning are considered the core components of the
social constructivist theory, which also support the communal groups to thrive (Vygotsky, 1978).
Social presence. For faculty to be more effective in their teaching, it is crucial they
belong to a community. This study demonstrated how social presence in a VCoP promotes a high
sense of connectedness and belonging while bridging faculty isolation issues. In addition,
through online collaboration and social interaction, instructors connect with their like-minded
colleagues to share and create new knowledge. The social aspect of constructivist theory
influences instructors to actively seek knowledge as well as disseminates knowledge to the rest
of the community to sustain a better learning environment.
41
Social interaction. The growth and success of online faculty development depend largely
on the social interaction of its members. This interaction promotes a sense of collegiality and a
sense of belonging. Thus, communication among online members can instigate cognitive
presence while enabling instructors to create new knowledge in a digital space. There is evidence
that social dialogue amongst online instructors can perpetuate and serve as a reinforced
foundation for reflective practice and constructivist discovery (King, 2002, p. 240). Moreover,
the findings also affirmed the efficacy of experiential learning and peer mentoring in a VCoP,
which could strengthen instructors knowledge acquisition as well as communication skills. The
use of authentic problem-solving methods inspires learners delve deeply into more complex
issues and to find the best solution. Likewise, social constructivist theory advocates the role for
learner-centred andragogy, whereby the learners build new knowledge and construct a new
perception of the world with their colleagues through social dialogue. This approach initiates the
concept of autonomy by placing the emphasis on the learner to take responsibility for their own
learning.
Collaborative learning. To develop new approaches and cultivate broader discussions
among faculty members, collaborative learning phenomenon should be sustained. More
specifically, this collaboration between colleagues allows for deeper and richer meaning-making
while fostering growth within the VCoP. For instance, through peer mentoring, instructors could
share mutual information and ideas related to a range of teaching and learning topics. Faculty
may also suggest useful educational networks and resources. Subsequently, due to the social
nature of online learning and constant peer feedback, instructors are inspired to generate and
propagate knowledge within their community, which would not have been possible individually.
42
Thus, applying what was learned from their peers in their teaching practices could result in a
more desirable quality of faculty education.
Faculty Participation in a VCoP
In essence, online learning is neither superior nor inferior to other approaches; however,
it may assist in reducing some of the teaching barriers faced by online instructors. In this regard,
Wenger (2011) suggests that a VCoP offers enormous learning opportunities such as building an
online presence, social interaction, collaboration, and participation to keep instructors engaged in
problem-solving activities and information seeking techniques (p. 2). Perhaps it is critical to
acknowledge that if a VCoP is designed and integrated properly, it could subsequently work as a
vehicle for retrieving teaching and learning resources as well as could lead to a better teaching
performance. These assumptions are also in line with Eib and Millers (2006) study, who
reported carefully designed faculty development approaches can facilitate and create a culture
supports a thoughtful focus on teaching, while at the same time, nurture a sense of connectedness
and collegiality across the organization that is vital to continuous innovation and improvement
(p. 1). Thus, if a VCoP is incorporated into FPD appropriately, then it would enhance online
instructors teaching practices.
The research findings also uncovered how building a virtual community of learners could
conform to the overall professional development of online instructors. A VCoP supports the
facilitation of informal faculty training, which attributes to the continual growth and success of
faculty development. Participants highlighted a substantial attitude transformation towards online
teaching and demonstrated a high level of eagerness to participate in online discussion forums.
Meanwhile, the online interaction also allows instructors to assess and replicate upon their prior
experiences to solve ill-structured problems. This evidence verifies that faculty motivation and
43
participation in a VCoP are driven solely by the urge to enhance their teaching and learning
skills. More significantly, increased online intensity might motivate instructors to attain a deeper
level of knowledge and a greater array of skills while regenerating their teaching resources.
Furthermore, building online presence could be well-suited for those instructors who live in rural
areas and have a long commute to the campus. Therefore, the efficiency and effectiveness of a
VCoP could eliminate some of the preparedness issues encountered by instructors in the
facilitation of their online courses.
Acquisition of Knowledge and Skills
Through the use of online technologies, instructors systematically proceed with the
process of knowledge assimilation to the process of knowledge application. And via online
communication, they contrive solutions to their real-life problems. In this regard, numerous
findings observed the efficacy of digital technologies in FPD, which promote group
collaboration, knowledge transformation, and information attainment. Interestingly, a VCoP has
the potential to reinforce autonomous learning behaviour, which evolves the notion of being
cognizant of their learning while critically analyzing the information to expand their horizon.
It is also essential to note that the existence of social constructivism in a VCoP triggers
instructors critical reflection behaviour and prepare them to act as autonomous and self-directed
professionals. Thus, instructors are inspired to analyze and manipulate information individually
in order to strengthen their problem-solving and critical thinking skills. This notion coincides
with Baran, Correia, and Thompsons (2011) findings, who reported it is through critical
reflection that teachers can be empowered as autonomous and self-directed professionals who
constantly engage in a dialogue about solving complex problems, making decisions, reflecting in
action, and collaborating with other key actors (p. 431). Eventually, through autonomous
44
learning instructors obtain active and self-discovery approaches, which bolster the process of
analyzing, synthesizing, and evaluating their educational obstacles.
A VCoP has a superior exposure on the conceptualization of new information in order to
trigger the cycle of practical inquiry. Mainly, the inquiry revitalizes the process of critical
discourse and reinforces the diffusion of purposeful knowledge among its members. Through
critical discourse instructors could build a more reform cognitive skills. Thus, instructors
construe the importance of critical thinking skills and they ratify the integration of higher-order
thinking skills in their coursework. Ultimately, through community building, online instructors
could enhance their collegiality, sustain relationships, and create opportunities to exchange
information.
Enhanced Teaching and Learning Practices
The efficacy of well-designed and technology leveraged FPD could generate enhanced
online teaching and learning effectiveness. In particular, online learning prepares instructors to
become competent in teaching online courses while encouraging them to become lifelong
learners. A VCoP has affordances to amalgamate integral components of FPD in one communal
space, allowing access to a wide variety of instructional repositories. More specifically, the
availability of online courses and programs empower instructors to learn from anywhere at
anytime. Furthermore, a VCoP has the capability to customize learning based on the individual
instructors needs and the contingency to increase their teaching and learning networks. These
results are in line with Eib and Millers (2006) findings who stated, colleagues do share
resources and insights with each other to improve programs and develop new ones (p. 10).
Likewise, instructors also learn how to combine different digital tools in their online courses to
nurture the best teaching effectiveness. As a result of a VCoP, the online instructors show a
45
potential enhancement in their professional and technological skills, which deems highly
successful.
Impact of a VCoP on FPD
In this section, the answer to my research question is presented: What impact does a
virtual community of practice have on the professional development of online instructors?
Based on the research findings, themes, and subthemes, this study demonstrated an influential
effect of a VCoP on FPD. Online learning crosses the boundaries of time and place offering
instructors access to different online teaching materials from anywhere at anytime. Likewise, this
flexibility enables instructors to take charge of their own learning and build awareness of
contemporary technologies in order to assimilate best approaches. Within the online discussion
forums, instructors are challenged to learn with their colleagues and reflect upon their learning
through social discourse. Thus, the informal nature of online learning is recognized to be a core
augmentation to the FPD of online instructors. Moreover, it is through the integration of social
constructivism in a VCoP that the instructors become more critical thinkers and creative
analyzers. The results of this study affirmed that a VCoP offers optimal learning experiences
while also addressing the practicality of time constraints.
Implications
As digital technologies continue to expand, faculty members are expected to transition
from traditional to online teaching. During this transition, instructors face enormous obstacles,
which cannot overcome by individual faculty. It is crucial for the higher education institutions to
prepare and support instructors to teach online courses so they know what to expect and how to
establish their online persona. Similarly, through online andragogy and reinforcement of positive
attitude instructors could facilitate online courses with greater confidence. It is also interesting to
46
observe that the use of social constructivism in a VCoP could instigate instructors to participate
in the process of professional learning and knowledge acquisition. Through the incorporation of
social presence, interaction, and collaboration in FPD programs, instructors may construct their
own knowledge and enhance their teaching methods.
As the field of online education and VCoPs are expanding, there is a clear need for
further research. In particular, the need to understand why higher education institutions are
reluctant in providing online support to meet the evolving demands of the online instructors.
Secondly, the need to examine other VCoPs, which are specialized in FPD to determine the
efficacy of faculty professional learning. Furthermore, researchers could study the affective
domain of faculty learning to identify the degree of acceptance or rejection of online learning.
Finally, a need for a primary research is required to stratify the instructors perception of online
FPD and also to understand how online programs could contribute to the overall success of
online instructors.
Recommendations
A VCoP could empower higher education instructors to reach beyond the realm of formal
training and formulate a diversified informal training through the use of online technology.
Based on the results of this meta-synthesis study, there are several areas which require further
research. For instance, higher education institutions should comprehend how online learning
networks are used to support faculty development. Teaching and learning centres (TLC) should
support faculty with their professional development needs such as instructional and technological
skills. TLC should also understand the importance of online repositories, which serves as an
excellent source of knowledge for online instructors to develop their online instructional
materials. Moreover, there is a need for the TLC to increase the frequency of online interaction in
47
order to inspire instructors to participate in online discussions more regularly. TLC should also
cultivate training programs, which would instigate self-reflection and autonomous learning
approaches. In addition, the integration of such programs could elicit self-awareness behaviour
and assist instructors in construing their teaching abilities. Most importantly, administrators
should regularly evaluate and update information online to keep their instructors up-to-date with
the new educational and technological trends. In particular, ongoing formative feedback should
be embedded in all FPD programs to engage instructors in a more meaningful learning process.
Moreover, assessment tools should be incorporated at the end of each session to measure the
enabler and inhibitor factors associated with faculty participation.
Conclusion
This research study demonstrated an innovative means of regenerating current teaching
and learning practices while building a dynamic online community to foster FPD. The
amalgamation of social constructivism framework in a VCoP created a cohesive and engaging
learning environment for instructors to thrive professionally. As a result, faculty members were
challenged by their peers to learn from an online experience through social interaction. More
specifically, a VCoP could serve as a vital supporting and training tool, which offers a go to
virtual space for instructors to seek solution to some of their teaching problems. The
accessibility of a VCoP allows instructors to construct and disseminate knowledge with their
colleagues in real-time. Therefore, a VCoP has a potential to support instructors in discovering
new ways to connect, communicate, and share information with peers in order to enhance their
teaching and learning practices. According to Rohn (n.d), formal education will make
you a living; self-education will make you a fortune.
48
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Running head: THE IMPACT OF A VCoP ON THE FPD

The Impact of a Virtual Community of Practice on the Faculty Professional

Due: April 10, 2016

Submitted to: Jordanne Christie

THE IMPACT OF A VCoP ON THE FPD

THE IMPACT OF A VCoP ON THE FPD

Theme 3: Experiential Learning Approach.......................................................................34

THE IMPACT OF A VCoP ON THE FPD

1: Independent and Dependent Variables..10

THE IMPACT OF A VCoP ON THE FPD

1: Key Search Terms 26

THE IMPACT OF A VCoP ON THE FPD

Keywords: virtual community of practice, VCoP, faculty professional development, social

THE IMPACT OF A VCoP ON THE FPD

The Impact of a Virtual Community of Practice on the Faculty Professional

THE IMPACT OF A VCoP ON THE FPD

THE IMPACT OF A VCoP ON THE FPD

THE IMPACT OF A VCoP ON THE FPD

THE IMPACT OF A VCoP ON THE FPD

THE IMPACT OF A VCoP ON THE FPD

THE IMPACT OF A VCoP ON THE FPD

Figure 2. Theoretical Framework

THE IMPACT OF A VCoP ON THE FPD

Chapter 2: Literature Review

THE IMPACT OF A VCoP ON THE FPD

THE IMPACT OF A VCoP ON THE FPD

THE IMPACT OF A VCoP ON THE FPD

THE IMPACT OF A VCoP ON THE FPD

THE IMPACT OF A VCoP ON THE FPD

connection with their colleagues in a face-to-face environment (Brook, 2010). As a result, a

THE IMPACT OF A VCoP ON THE FPD

Figure 3. Faculty Use of a VCoP

THE IMPACT OF A VCoP ON THE FPD

THE IMPACT OF A VCoP ON THE FPD

THE IMPACT OF A VCoP ON THE FPD

UOIT library database;

EBSCOhost research databases;

THE IMPACT OF A VCoP ON THE FPD

Educational Resources Information Centre (ERIC); and

Taylor Francis Online;

Sage References Online;

Wiley Online Library;

Google ebooks; and

The International Review of Research in Open and Distributed Learning;

Journal of Higher Education;

Canadian Journal of Learning Technology;

Canadian Journal of Higher Education;

Journal of University Teaching and Learning;

Innovations in Education and Teaching International;

Educause Review; and

Journal of Online Learning and Teaching (MERLOT)

THE IMPACT OF A VCoP ON THE FPD

Online Learning and Distance Education, Contact North;

Council of Ontario Universities;

University Affairs; and

THE IMPACT OF A VCoP ON THE FPD

reasons for resistance

teaching and learning

higher education and

online teacher faculty

online teaching and

reasons why faculty

virtual teaching and