Cultivating a Global Professional Learning Network through a Blended-Learning Program -- Levers and Barriers to Success

Autor/in	Tulowitzki, Pierre
Titel	Cultivating a Global Professional Learning Network through a Blended-Learning Program -- Levers and Barriers to Success
Quelle	In: Journal of Professional Capital and Community, 6 (2021) 2, S.164-178 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tulowitzki, Pierre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9548
DOI	10.1108/JPCC-06-2020-0046
Schlagwörter	Blended Learning; Communities of Practice; Networks; Barriers; Computer Mediated Communication; Interpersonal Communication; Professional Development; International Programs; International Cooperation; Instructional Leadership; Cultural Awareness; Entrepreneurship; Global Approach; Masters Programs; Masters Theses; Teamwork + Suchen Sie Ihr Suchwort? Community; Computerkonferenz; Interpersonale Kommunikation; Internationale Kooperation; Internationale Zusammenarbeit; Instruction; Leadership; Bildung; Erziehung; Führung; Cultural identity; Kulturelle Identität; Unternehmungsgeist; Globales Denken; Magister course; Magisterstudiengang
Abstract	Purpose: This article reports on a study around a further education, blended-learning program aiming to establish globally active professional learning networks (PLNs). The questions guiding the research were: (1) What levers and barriers to establishing viable networks are identified by its members? (2) What -- if any -- indications of knowledge transfer within the networks can be identified? Design/methodology/approach: The networking aspect of the study program was analyzed using semi-structured interviews with its recent participants and graduates (n = 22), with the objective of gaining insights into elements that supported the creation and maintenance of a global, student-centered network and community in the program. Additionally, a document analysis of the master theses of all participants since the start of the program (n = 96) was undertaken to look for indications of knowledge transfers from one cultural and/or geographical setting to another. Findings: Blending online exchanges with face-to-face exchanges was seen as helpful in establishing a sustainable network. Additionally, having a low-barrier communication platform where it was socially acceptable to not only communicate about professional but also informal matters was described by virtually all participants as a promoting exchange and cohesion. Furthermore, about a fifth of all analyzed master theses contained indications of knowledge transfer, with instances of incorporating models or concepts from other contexts being the most prominent occurrence. Originality/value: The findings offer insights into establishing sustainable blended-learning networks. They elaborate on key elements that supported and hindered the creation and viability of such networks. Furthermore, they highlight the importance of formal but also informal spaces for exchange. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01