Risk for professional learning when the academic community is forced online

Datos Bibliográficos

ID21458669
AutoresLill Langelotz (0000-0003-1424-6063, University of Borås, Borås, Sweden, autor de correspondencia), Kathleen Mahon (0000-0002-8945-2235, University of Borås, Borås, Sweden)
Año2022
Volumen44
Número2
Páginas284-299
Fecha de publicación2022-05-04
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaStudies in Continuing Education (JOURNAL)
Identificadores de la revistaISSN: 0158-037X • E-ISSN: 1470-126X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0158037x.2021.1928054
OpenAlexW3165621765
IdiomaEN
Citas recibidas1
Referencias citadas27

Taking a practice perspective, this article explores how built spaces within the university can impact on, and enable, practices of everyday professional learning amongst university educators. The discussion draws on analysis, informed by the theory of practice architectures, of interviews with six academics at a Swedish university. Three main themes emerged in the analysis as significant for the enablement of educators’ professional learning practices within the physical university: spontaneity, authentic relationships, and embodied interactions. Because the interviews were conducted during the coronavirus pandemic, when most academics were required to work remotely, the analysis offers a comparison between affordances of certain built spaces for professional learning compared to online spaces. We consider what opportunities for professional learning might be missed if the academic community continues to be separated from campus

Affordance · Community of practice · Embodied cognition · Pedagogy · Professional development · Professional learning community · Sociology · Computer Science · Educational Environments and Student Outcomes · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology