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Please use this identifier to cite or link to this item: http://hdl.handle.net/10791/370

Authors: Waddington, Leeann
Supervisor(s): Dr. Martha Cleveland-Innes, Athabasca University
Examining Committee: Dr. Cindy Ives, Athabasca University
Dr. Jeanie Cockell, Cockell McArthur-Blair Consulting Ltd.
Dr. Russ Wilde, Royal Roads University
Degree: Doctor of Education (EdD) in Distance Education
Department: Centre for Distance Education
Keywords: Appreciative Inquiry
Blended Learning
Educational Development
Faculty Development
Higher Education Reform
Online Learning
Pandemic Teaching
Issue Date: 8-Feb-2022
Abstract: Background: This dissertation reports on a mixed-methods case study that used an Appreciative Inquiry (AI) approach for a faculty development series aimed to support post-secondary educators in the adoption of technology and online delivery models. This study utilized the COVID19 shift to remote delivery which provided faculty an initial online teaching experience as an opportunity from which to reflect, vision and plan their professional development. Methodology: A concurrent parallel design was used to collect quantitative data from a pre-post series self-assessment and qualitative data from the sessions and the participant reflective feedback survey. Findings: Participants had a positive experience with the AI-based professional development, impacted by the focus on strengths and the interaction with their peers. Findings also indicate AI as a possible strategy to encourage the adoption of technology and online learning by supporting a shift in mindset, the development of a learning community, and enhancing awareness of techno-pedagogy skills. Contribution: The results offer a strategy for educational developers to use when supporting individual and group practice change and contributes to the knowledge of facilitating transformation in higher education.
Graduation Date: Jun-2022
URI: http://hdl.handle.net/10791/370
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