Blending our practice: Using online and face-to-face methods to sustain community among faculty in an extended length professional development program [post-print]

Abstract

This paper outlines the design and implementation of a nine-month faculty development program delivered using a combination of face-to-face and online methods. Participants from a range of disciplines met at regular intervals throughout the year. Between the face-to-face meetings, participants engaged in online activities such as discussions, collaborative writing and peer review activities. Using the theoretical framework of a community of inquiry (Garrison, 2011), data were analyzed both quantitatively and qualitatively. Participant feedback on the program offers some insight into how faculty developers can plan extended length professional development programs offered in a blended format.