Reconceptualising Learning and Teaching staff development at Strathclyde: supplementing formal provision with informal spaces

Authors

  • Sean Morrissey University of Strathclyde
  • Katy Savage

DOI:

https://doi.org/10.47408/jldhe.vi22.770

Keywords:

blended learning, online learning, Covid-19, academic development, professional identity, peer support for staff

References

Alvarez, R. (2008) ‘Examining technology, structure and identity during an Enterprise System implementation’, Information Systems Journal, 18(2), pp.203-224.

Boeren, E., Lokhtina-Antoniou, I., Sakurai, Y., Herman, C. and McAlpine, L. (2015) ‘Mentoring: a review of early career researcher studies’, Frontline Learning Research, 3(3), pp.68-80. https://doi.org/10.14786/flr.v3i3.186.

Feiman-Nemser, Sharon (2001) ‘Helping novices learn to teach: lessons from an exemplary support teacher’, Journal of Teacher Education, 52(1), pp.17-30. https://doi.org/10.1177/0022487101052001003.

Higher Education Academy (2017) Digital Literacies. Available at: https://www.heacademy.ac.uk/knowledge-hub/digital-literacies (Accessed: 1 April 2021).

Hixon, E, Barczyk, C., Buckenmeyer, J. and Feldman, L. (2018) ‘Mentoring university faculty to become high quality online educators: a program evaluation’, Online Journal of Distance Learning Administration, 14(5), pp.2011.

Lave, J. and Wenger, E. (1991) Learning in doing: social, cognitive, and computational perspectives. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.

Lu, M., Todd, A. and Miller, M. (2011) ‘Creating a supportive culture for online teaching: a case study of a faculty learning community’, Online Journal of Distance Learning Administration, 14(3), pp.84-93. https://doi.org/10.1080/14703297.2014.910129.

Knight, P. T. and Trowler, P. R. (2000) ‘Department-level cultures and the improvement of learning and teaching’, Studies in Higher Education, 25(1), pp.69-83. https://doi.org/10.1080/030750700116028.

Savage, K., Morrissey, S., Willison, D., Guccione, K. and Zike, J. (2021) Peer Support Networks: fostering a sense of belonging. Available at: https://strath.pagetiger.com/PSN/tools (Accessed: 3 June, 2021).

Vaughan, N. and Garrison, D. R. (2006) ‘How blended learning can support a faculty development community of inquiry’, Journal of Asynchronous Learning Networks, 10(4), pp.139-152.

Downloads

Published

2021-10-13

How to Cite

Morrissey, S. and Savage, K. (2021) “Reconceptualising Learning and Teaching staff development at Strathclyde: supplementing formal provision with informal spaces”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.770.