Professional development across the islands of the South Pacific: A perspective of a blended learning facilitator
Open accessAbstract
Access to information and communication technology (ICT) is becoming an increasingly important factor for education and training in the South Pacific region. While many studies have examined the attitudes and understanding of educators towards using ICT in their profession and for their professional development, studies that specifically deal with these matters in the socio-economic and cultural context of the South Pacific island states are rare. This study aims to address the gap in the literature by examining the professional development of blended learning facilitators working in remote and isolated communities of the Cook Islands. The research outcomes of this study are based on the analysis of in-depth, semi-structured interviews, and the theoretical foundation of this project is grounded in the social and situated theory of learning. The central finding of the study suggests that participation in online communities of practice offers ongoing opportunities for learning and development, and reduces the feeling of isolation associated with the geographical conditions of the South Pacific region.
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The pilot findings on peer support correspond with literature conclusions about the importance of creating community support infrastructures to mitigate the isolation felt by many teachers in purely online courses.
“These findings correspond with the conclusions found in the literature about the importance to create community support infrastructures to mitigate the isolation felt by many teachers in purely online courses (Hoffmann-Dumienski, 2016;Hramiak, 2010;Trust & Horrocks, 2017).”
From Using personalized support & school-based study groups to increase teachers’ participation in MOOCs: Findings from two European pilot projects (2021) · cites this paper as Hoffmann-Dumienski, 2016
The “Support and the importance of online participation” section says the facilitators’ online community reduced feelings of remoteness and isolation. The “Implications and recommendations” section suggests this may inform online professional development elsewhere, but the study concerns facilitators in blended-learning settings on remote South Pacific islands, not teachers in purely online courses generally. (LLM, conf=0.86)
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Hertz, B., & Engelhardt, K. (2021) · IUL Research · doi:10.57568/iulres.v2i3.123 · Cited by 1 · see citing works
- Authors
- Hoffmann-Dumieński, K.
- Affiliations
- Linköping University (SE)
- Corresponding author
- Hoffmann-Dumieński, Kamila
- Venue
- Journal of Open, Flexible and Distance Learning
- Published
- 2016-11-17
- Volume
- 20
- Issue
- 2
- Pages
- 66-78
- ISSN
- 1179-7665 (ISSN-L)
- 1179-7673
- OpenAlex
- W2578825453
- Cited by
- 3
- References
- 0
- Citations by year
- 2021: 1 · 2019: 2
- FWCI
- 2.96
- Type
- journal article
- Language
- en
- Open access
- diamond
- dx.doi.org
- Locations
- Journal of Open Flexible and Distance Learning (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Teacher Education and Leadership Studies
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- professional development, virtual communities of practice, situated learning, social learning theory, ICT in education, geographic isolation, Cook Islands
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