Canadian Teaching and Learning Centres on Facebook and Twitter: An Exploration Through Social Media

Atkins, Bridgette; Koroluk, Jaymie; Stranach, Matthew

doi:10.1007/s11528-016-0144-2

Cited by 13 publications

(16 citation statements)

References 14 publications

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“…In recent years, the virtual PLC (VPLC) has become an option for faculty who are dispersed or cannot meet face-to-face for other reasons (Brooks, 2010;Lewis & Ewing, 2016;McAllister et al, 2012;Valle & Fuchs, 2015). Atkins, Koroluk, and Stranach (2017) posit that a PLC is a "multifaceted network" drawing on a combination of salient components that transcend resources, geography, and individuals (p. 4). Ford, Branch, and Moore's (2008) description of the VPLC further clarifies this definition by stating that it uses Internet technology to facilitate engagement and interaction among faculty for the purposes of relationship building and learning.…”

Section: The Virtual Plcmentioning

confidence: 99%

“…VPLCs draw on a variety of technology tools to provide social and dispersed learning opportunities, as described by Atkins, Koroluk, and Stranach (2017). For example, many VPLC delivery models use online blogs or discussion board features supported by email and document sharing to facilitate conversation among colleagues using an asynchronous design (for example, Bedford & Rossow, 2017).…”

Section: The Virtual Plcmentioning

confidence: 99%

“…Following this trend, faculty developers have begun to focus on how these environments can be used for professional learning. Most recent literature indicates that social media has primarily been used by institutions of higher education for recruitment and marketing (Atkins, Koroluk, & Stranach, 2017;Peruta & Shields, 2017). In limited instances, the platforms have been capitalized upon to engage faculty and other stakeholders in informal learning with mixed results.…”

Section: Professional Development Using Social Mediamentioning

confidence: 99%

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Using Social Media as a Platform for a Virtual Professional Learning Community

Bedford

2019

OLJ

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The Professional Learning Community (PLC) has been used in higher education to provide a platform for faculty members to discuss challenges and build professional skills. While the virtual PLC (VPLC) is becoming a more acceptable delivery mechanism for faculty professional development, successful practices for designing these learning environments have received little attention in the research literature. Social media has been found to provide an environment in which professional learning can occur. It can be a platform which transcends the perceptions and structure of traditional online faculty development courses. However, social media use for professional development has primarily focused on informal learning in unstructured formats. The purpose of this interpretive qualitative study was to provide insight into online faculty members' perceptions and experiences interacting in a VPLC, within a social media environment purposefully designed for networking and learning. Twenty-two doctoral-mentoring faculty members from an online university agreed to participate in a VPLC using a social media platform, facilitated by expert colleagues. Upon completion of the 10-week experience, data was collected using a self-reflective interview strategy. This study confirmed previous research into the benefits of the PLC for professional development in academia and of using social media for professional learning. It extended the research to describe the structured VPLC using a social media platform to engage faculty, build relationships, and foster shared learning.

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Section: The Virtual Plcmentioning

confidence: 99%

Section: The Virtual Plcmentioning

confidence: 99%

Section: Professional Development Using Social Mediamentioning

confidence: 99%

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Using Social Media as a Platform for a Virtual Professional Learning Community

Bedford

2019

OLJ

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“…Además, las redes sociales son consideradas por muchas sociedades como el canal oficial de comunicación e información (Díaz, 2011). Por ejemplo, en Canadá, casi la mitad de los Centros de Enseñanza y Aprendizaje (TLC, por sus siglas en inglés) promueven el intercambio de contenidos, a través del uso de medios sociales en Internet para contribuir en el desarrollo profesional de quienes trabajan en el campo de la educación superior (Atkins, Koroluk y Stranach, 2017).…”

Section: Revisión De La Literaturaunclassified

Comunicación online de las universidades de Ecuador. Estudio de la estrategia en Facebook

Segura-Mariño

2018

RAE-IC

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El objetivo de la presente investigación es analizar las estrategias de comunicación online que desarrollan las universidades ecuatorianas en Facebook. Como técnica metodológica, este trabajo se apoya en el análisis de contenido de los post publicados entre los meses de abril a agosto de 2017 por las ocho principales universidades clasificadas en la categoría A, según el ranking ecuatoriano del Consejo de Evaluación, Acreditación y Aseguramiento de la Calidad de la Educación Superior (CEAACES). Se identificaron los tipos de mensajes que publican, se determinaron las audiencias a las cuales se dirigen y se examinó la valoración que los stakeholders otorgan a las publicaciones. Se verificó que las universidades de Ecuador apenas interaccionan con sus stakeholders, utilizan Facebook para difundir información y no aprovechan las posibilidades que ofrece este canal para trabajar la escucha activa. Un correcto planteamiento estratégico de comunicación mejoraría la reputación de las universidades en el entorno online. Palabras clave Medios sociales, redes sociales, estrategias de comunicación, universidad, enseñanza superior.

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“…. Further, social media has changed the ways in which programming can be advertised and delivered (Atkins et al, 2017). Online courses and communities can provide constituents from multiple campuses or with varying schedules opportunities to grow professionally (Mohr, 2016).…”

mentioning

confidence: 99%

Perceptions of Outreach, Theory, and Practice at Centers for Teaching and Learning

Dunn¹

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Educational development originates from practice. It utilizes theoretical models and conceptual frameworks regarding a variety of phenomena in higher education, such as how teachers learn (Hopwood & Stocks, 2008), how to assess and motivate learning (Ginns, Kitay, & Prosser, 2008), how to foster socialization and mentorship (Mitchell, 2015), how to enhance education through evidence-based designs (Hennessey, 2017), and how to influence change (Kelley, Cruz, & Fire, 2017). To do this, faculty and staff at Centers of Teaching and Learning (CTL) must understand the philosophies and theories from such disciplines as psychology, sociology, philosophy, and education (Leibowitz, Bozalek, & Kahn, 2016). Further, they often have to understand the traditional pedagogies and communication styles of the disciplinary background of constituents (McDonald, 2010). In this way, it is not so much what could a CTL build into its programming, but what it needs to build to best serve its institution. Educational development encompasses the instructional, personal, professional, and academic needs of higher education faculty and staff. It offers opportunities for growth for higher education professions within the changing landscape of academia. Developers focus on the continued advancement of their fellow educators (Amber,

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Canadian Teaching and Learning Centres on Facebook and Twitter: An Exploration Through Social Media

Cited by 13 publications

References 14 publications

Using Social Media as a Platform for a Virtual Professional Learning Community

Using Social Media as a Platform for a Virtual Professional Learning Community

Comunicación online de las universidades de Ecuador. Estudio de la estrategia en Facebook

Perceptions of Outreach, Theory, and Practice at Centers for Teaching and Learning

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