Bridging Distances: Professional Development for Higher Education Faculty Through Technology-Facilitated Lesson Study
Bridging Distances: Professional Development for Higher Education Faculty Through Technology-Facilitated Lesson Study
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弥合距离：通过技术辅助的课程研究促进高等教育教师的专业发展
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Mollie H. Appelgate
中科院分区：
文献类型：
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作者：
Melissa Soto;Dittika Gupta;Lara Dick;Mollie H. Appelgate
高等教育教师受益于参与专注于发展和改进自身教学的实践社区。然而，具有共同利益的合作者并不总是位于相同的物理位置。在这篇文章中，我们分享了参与技术促进的课程研究如何为美国五所高等教育学院提供了从事专业发展的手段，并演变成一个虚拟的实践社区。通过使用同步和异步通信技术，我们制定了目标，策划了一节共同的课，对学生的学习情况进行了研究，并对自己的教学实践进行了反思。在本文中，我们分享了技术促进课程学习的过程如何为我们个人提供专业学习。
Higher education faculty benefit from participating in communities of practice focused on developing and improving their own instruction. However, collaborators with common interests are not always located at the same physical location. In this article, we share how participation in a technology-facilitated lesson study provided the means for five higher education faculty across the U.S. to engage in professional development and evolve into a virtual community of practice. Through the use of synchronous and asynchronous communication technology, we formulated goals, planned a common lesson, conducted research on our students’ learning, and reflected on our own teaching practice. For this paper, we share how the process of technology-facilitated lesson study provided professional learning for us as individuals.