Dianne Forbes (University of Waikato) and Richard Walker (University of York) are pleased to provide a new publication of interest to FLANZ members, Developing online teaching in higher education: Global perspectives on continuing professional learning and development, a collection of approaches designed to support continuing professional learning and development (CPLD) of online teachers.
As editors of the above volume, we are pleased to bring to the attention of FLANZ members a collection of approaches designed to support continuing professional learning and development (CPLD) of online teachers.
In the spirit of learning from the COVID-19 pandemic, the book is dedicated to the students and teachers who made the rapid transition to online learning during the pandemic, and to those who lead in this space. For FLANZ members, long accustomed to teaching and learning online, the pandemic was not necessarily a sudden pivot, but rather an opportunity to share and extend longstanding knowledge and experience of online education. Those with an interest in developing teachers’ capabilities as online instructors will likely find much interest within the 16 chapters.
The book is focused on online teaching in the higher education sector. However, readers can determine the extent to which developing teachers’ pedagogical and technical capabilities may be a similar challenge across all sectors of education. Continuing professional learning and development (CPLD) has never been more important, not only for teachers who are new to online teaching but also for experienced teachers seeking to refresh and extend our online teaching practices. There is no universally accepted approach to CPLD for online teaching and diverse methods are needed to address wide-ranging development requirements. In our book, we present a CPLD model to capture diverse sources of support and learning development, across institutional boundaries, within institutions, at programme team levels, and for individual teachers. We explore how CPLD provision can address multiple needs and how different sources of support can be effectively combined to provide a coherent experience.
Our book presents a collection of perspectives from around the world on how educators have been supported to teach effectively online. Authors from nine countries across Asia, North America, South Asia, the Pacific and Western Europe, have contributed chapters to share their approaches to online teaching development. Each chapter addresses the central question of the book: What continuing professional learning and development (CPLD) opportunities do teachers require to help them to develop their online teaching practice?
We hope FLANZ members will consider the collective evidence from this volume to be a useful contribution to the conversation around effective and sustainable learning for online teachers. Of interest to readers will be:
- institutional frameworks and toolkits for CPLD
- peer support networks, communities of practice, and cross-cultural mentoring
- implementation of professional accreditation pathways
- open education initiatives, MOOCs and resources
- learning from theory and experiences of staff from different institutions and disciplines worldwide.
Forbes, D. & Walker, R. (Eds.) (2022). Developing online teaching in higher education: Global perspectives on continuing professional learning and development. Springer https://link.springer.com/book/10.1007/978-981-19-5587-7