The Benefits of Community Building and Participatory Leadership in an Interdisciplinary Virtual Professional Learning Community in Higher Education during COVID-19 and Post-Pandemic Times

Authors

DOI:

https://doi.org/10.31874/2309-1606-2023-29-1-4

Keywords:

interdisciplinary virtual professional learning community, higher education, knowledge-sharing, professional development, participatory leadership, COVID-19 emergency, emotional engagement

Abstract

The transition of educational institutions to remote learning during and in the aftermath of the COVID-19 pandemic breathed new life into Professional Learning Communities (PLCs). For full-time and adjunct faculty who were struggling with unexpected technology issues and social isolation, PLCs became platforms for building social and professional ties, further learning, and problem-solving. An extensive number of specialized studies have outlined the definition of PLCs as an umbrella term encompassing an array of collaborative efforts in education united by the distinctive features that include (1) engaging in ongoing collaborative activities to identify and work towards common goals, (2) co-constructing, sharing, and disseminating knowledge, and (3) sharing and reflecting on individual practices. Despite an impressive history of research on PLCs, certain fields remained understudied, in particular, opportunities of fostering university’s goals and major relevant concepts via PLC, inclusive participatory leadership, emotional interaction, and collaboration in interdisciplinary PLCs. This exploratory qualitative study demonstrates the benefits of an interdisciplinary virtual PLC, as exemplified by the PLCs implemented at Westcliff University in Irvine, California, USA, based on case study, self-reflection, observation, unstructured interviews, and analyzing university statistics. The study has uncovered numerous benefits of an interdisciplinary virtual PLC in a higher educational institution, applicable both to an emergency (COVID) situation and to a regular mode of work after the pandemic, including knowledge-sharing, disseminating, and constructing new knowledge; building skills and educational practices through the sharing of instructional strategies and dissemination of the new technologies; enhanced professional growth, especially for the less experienced instructors; relation-building and creating a trusting and positive emotional atmosphere, as well as a platform for participatory inclusive leadership. Analysis of the university statistics confirms the improvement of students’ learning outcomes after their respective professors had participated in the PLC. The recommendations based on the discussed experiences and driven conclusions are provided to help educators and universities benefit fully from the implementation of a PLC in their institutions.

Author Biographies

Tatiana Andrienko-Genin, Kyiv International University

Doctor of Science, Professor of Intercultural Business Communication, Leadership and Dissertation Research Methods, is a former Associate Dean of the School of Business and Economics, and inaugural Intercultural Communication department Chair, and a VP, Global Academic Mobility.  Dr. Andrienko-Genin is a part-time faculty and Faculty Senate Faculty Affairs Committee Chair at Westcliff University, California (USA). Author of 8 books and numerous scholarly publications focusing on intercultural communication, academic quality of higher education.

Jodi Consten, Westcliff University, California

PhD (Business Administration, Westcliff University), Master’s Degree (Teaching, Chapman University) and a Bachelor of Science (Political Science, California Baptist University). Professor Consten is currently the Associate Dean for the College of Education at Westcliff University. With 25 years of education experience, Professor Consten enjoys collaborating with industry experts to deepen learning, foster innovation, and transform leadership.

Jennifer Money, Westcliff University, California

PhD (Claremont Graduate University). She is currently a professor at Westcliff University whose research includes digital adaptation and expansion in the post-pandemic age, specifically the exploration of spaces of cooperation and conflict between technology and the humanities.

Mary Broding, Westcliff University, California

PhD, Ed.D. (Curriculum, Teaching, Learning, and Leading, Northeastern University). She holds Master of Arts in English (University of Arizona) and Art History (San Diego State University) and a Bachelor of Arts in Art History (University of San Diego). Currently, she works as a Curriculum and Instructional Designer for Westcliff University and teaches part-time at several community colleges and universities. Dr. Broding has been teaching, tutoring, and holding administrative positions in higher education for the past 18 years and her areas of research interest include women student veterans in higher education writing courses and faculty in professional learning communities.

Lara Dorman, Westcliff University, California

Masters of Arts (Teaching in Advanced Studies) and a Bachelor of Science (Chemistry). Lara has been a high school science teacher for over 14 years and has taught a variety of courses such as Biology, AP Biology, Honors Anatomy and Physiology, Chemistry, Honors Chemistry, College in High School Chemistry, and Organic Chemistry. She has also served as a cyber school biology and chemistry teacher and has been a member of the positive behavior interventions and supports (PBIS) team improving student outcomes. Lara has also developed an AP Chemistry curriculum for a cyber school program as well as an Honors Chemistry curriculum for a public high school

Stephen Shepard, Westcliff University, California

Bachelor and Master Degrees (Electrical Engineering, Stanford University), Assistant Professor (mathematics, Westcliff University College of Education). He also teaches at the University of Phoenix where he is a Lead Faculty and Area Math Chair. Based on his engineering education he achieved an extensive background in design and management in the aerospace industry. His education also includes a Master Degree in Marriage and Family Counseling which is the basis for teaching assignment in psychology and human development. He is also a real estate broker in California and teaches real estate at Peak Real Estate Academy.

Omid Mousavi, Westcliff University, California

Adjunct College Professor in History, Political Science, Business and Contract Law. He earned his Juris Doctor from Trinity Law School of California with an interest in Human Rights, Worker’s Compensation, and Personal Injury.

References

Alderton, E., Brunsell, E., & Bariexca, D. (2011). The end of isolation. MERLOT Journal of Online Learning and Teaching, 7(3), 354-365.

Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533–548. https://doi.org/10.1016/j. learninstruc.2009.09.001

Bedford, L. (2019). Using social media as a platform for a virtual professional learning community. Online Learning, 23(3), 120–136. https://doi.org/10.24059/olj.v23i3.1538

Bedford, L.A., & Rossow, K.A. (2017). Facilitating professional learning communities among higher education faculty: The Walden junto model. Online Journal of Distance Learning Administration, 20(2), 1–12. https://eric.ed.gov/?id=EJ1152292

Bolam R., McMahon A., Stoll L., Thomas S., Wallace M. (2005). Creating and sustaining effective professional learning communities (DfES Research Report RR637). University of Bristol. http://dera.ioe.ac.uk/5622/1/RR637.pdf

Bowman, M., Vongkulluksn, V., Jiang, Z., & Kui, Xie (2022) Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs. Journal of Research on Technology in Education, 54(2), 188–204. https://doi.org/10.1080/15391523.2020.1830895

Brinkman, M. G. (2022). Sharing is caring: factors influencing knowledge sharing from PLC participants to other teachers in secondary education (Master’s thesis). University of Twente. http://essay.utwente.nl/89829/

Brock, T., Asseemi, M., Corelli, R., El-Ibiary, S., Kavookijian, J., Martin, B., & Hudmon, K. (2014). A nontraditional faculty development initiative using a social media platform. American Journal of Pharmaceutical Education, 78(5). http://www.ajpe.org/doi/ pdf/10.5688/ajpe785105

Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA: Harvard Education Press.

Bush, T. (2015). Understanding instructional leadership. Educational Management Administration & Leadership, 43(4), 487–489. https://doi. org/10.1177/1741143215577035

Bush, T., & Glover, D. (2014). School Leadership Models: What Do We Know? School Leadership and Management, 34, 1-19. https://doi.org/10.1080/13632434.2014.928680

Casas, M. (2019). Professional Learning Community (PLC). Autonomy & Trust: A Cross Case Study. UC San Diego. https://escholarship.org/uc/item/3fd0s8mv

Cohen Miller, A., & Izekenova, Z. (2022). Motherhood in academia during the COVID-19 pandemic: An international online photovoice study addressing issues of equity and inclusion in higher education. Innovative Higher Education, 47(5), 813–835. https:// doi.org/10.1007/s10755-022-09605-w

Cosner, S. (2009). Building organizational capacity through trust. Educational Administration Quarterly, 45(2), 248-291. https://doi.org/10.1177/0013161X08330502

Coswatte Mohr, S., & Shelton, K. (2017). “Best practices framework for online faculty professional development: A delphi study.” Online Learning, 21(4). https://doi. org/10.24059/olj.v21i4.1273

Dogan, S., Pringle, R., & Mesa, J. (2016). The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: A review. Professional development in education, 42(4), 569–588. https://www.tandfonline.com/doi/abs/1 0.1080/19415257.2015.1065899

Dron, J., & Anderson, T. (2014). Teaching crowds and social media. Edmonton, AB: AU Press Athabasca University. http://klangable.com/uploads/books/99Z_Dron_Anderson- Teaching_Crowds.pdf

DuFour, R., & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, IN: National Educational Service.

DuFour, R. (2004). What Is a “Professional Learning Community”? Educational Leadership, 61(8), 6–11.

Dunn, J. R., & Schweitzer, M. E. (2005). Feeling and believing: The influence of emotion on trust. Journal of Personality and Social Psychology, 88(5), 736–748. https://doi. org/10.1037/0022-3514.88.5.736

Gama, L. C., Chipeta, G. T., & Chawinga, W. D. (2022). Electronic learning benefits and challenges in Malawi’s higher education: A literature review. Education and Information Technologies, 27(8), 1-18. https://doi.org/10.1007/s10639-022-11060-1

Graham, P. (2007). Improving teacher effectiveness through structured collaboration: a case study of a professional learning community. Research in Middle Level Education, 31(1), 1–17. https://doi.org/10.1080/19404476.2007.11462044

Gruenert, S., (2008). School culture, School climate : They are not the same thing. Principal 87(4), 56–59.

Hallam, P. R., Smith, H. R., Hite, J. M., Wilcox, S. J., & Bradley, R. (2015). Trust and Collaboration in PLC Teams: Teacher Relationships, Principal Support, and Collaborative Benefits. National Association of Secondary School Principals Bulletin, 99(3), 193–216. https://doi.org/10.1177/0192636515602330

Hargreaves, A. (2007). Sustainable professional learning communities. In Stoll L., Louis K. S. (Eds.), Professional learning communities: Divergence, depth and dilemmas (pp. 181–196). New York, NY: Open University Press.

Hilliard, A. T. (2012). Practices and Value of a Professional Learning Community in Higher Education. Contemporary Issues in Education Research, 5(2), 71–74. https://doi. org/10.19030/cier.v5i2.6922

Holden, M., Pepper, S., Morris, D., Turner, A., Martin, S., Ness, J. & Burns, A. (2021). Genuine collaboration and partnership: Creating a university- and board-led PLC for instructional design. In Nickel, J., & Jacobsen, M. (Eds.). (2021). Preparing Teachers as Curriculum Designers. [eBook]. Canadian Association of Teacher Education/Canadian Society for the Study of Education. https://prism.ucalgary.ca/handle/1880/113294

Hord, S. M. (2009). Professional Learning Communities: Educators Work Together towards a Shared Purpose. Journal of Staff Development, 30(1), 40–43.

Jones, G., & George, J. (1998). The experience and evolution of trust: Implications for cooperation and teamwork. Academy of Management Review, 23(3), 531–546.

Jones, G. M., Gardner, G. E., Robertson, L., & Robert, S. (2013) Science Professional Learning Communities: Beyond a singular view of teacher professional development. International Journal of Science Education, 35(10), 1756–1774. https://doi.org/10.10 80/09500693.2013.791957

Kabilan, M., Adlina, W., & Embi, M. (2011). Online collaboration of English language faculty for meaningful professional development experiences. English Teaching: Practice and Critique, 10(4), 94–115. http://education.waikato.ac.nz/research/files/etpc/ files/2011v10n4art6.pdf

Katz, S., & Earl, L. (2010). Learning about networked learning communities. School Effectiveness and School Improvement, 21(1), 27-51. https://doi. org/10.1080/09243450903569718

Leithwood, K., & Louis, K. S. (Eds.) (1998). Organizational Learning in Schools. Lisse, The Netherlands: Swets & Zeitlinger.

Lenning, O. T., & Ebbers, L. H. (1999). The powerful potential of Learning Communities: Improving Education for the future. ASHE-ERIC Higher Education Report, 26(6). Washington, DC: The George Washington University, Graduate School of Education and Human Development.

Li, L., Gow, A. D. I., & Zhou, J. (2020). The role of positive emotions in education: A neuroscience perspective. Mind, Brain, and Education, 14(3), 220–234. https://doi. org/10.1111/mbe.12244

Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional Communities and Student Achievement – A Meta-analysis. School Effectiveness and School Improvement 22(2), 121–148. https://doi.org/10.1080/09243453.2010.550467

Louis, K. S., Marks, H. M., & Kruse, S. (1996). Teachers’ Professional Community in Restructuring Schools. American Educational Research Journal, 33(4), 757–798. https://doi.org/10.3102/00028312033004757

Lunenburg, F.C. (2010) Communication: The process, barriers, and improving effectiveness. Schooling, 1, 1–11.

McLaughlin, M. W., & Talbert, J. E. (1993) Contexts that matter for teaching and learning: Strategic opportunities for action: meeting the nation’s educational goals. Stanford: Stanford University Center for Research on the context of Secondary School Teaching.

McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. New York: Teacher College Press.

Marsick, V. J. (2009). Toward a unifying framework to support informal learning theory, research and practice. Journal of workplace learning, 21(4), 265–275. https://doi. org/10.1108/13665620910954184

Martin, M., Goldberg, F., McKean, M., Price E., & Turpen, C. (2022). Understanding how facilitators adapt to needs of STEM faculty in online learning communities: a case study. International Journal of STEM Education, 9(1), 56. https://doi.org/10.1186/ s40594-022-00371-x

McAllister, M., Oprescu, F., & Jones, C. (2014). N2E: Envisioning a process to support transition from nurse to educator. Contemporary Nurse: A Journal for the Australian Nursing Profession, 46(2), 242–250. doi:10.5172/conu.2014.46.2.242

Schieffer, L. (2016). The benefits and barriers of virtual collaboration among online adjuncts. Journal of Instructional Research, 5(1), 109–125. https://doi.org/10.9743/ jir.2016.11

Senge, P. (1990). The fifth discipline. New York: New York: Random House.

Sleegers, P., den Pj, B., Verbiest, E., Moolenar, N. M., Daly, A. J. (2013). Toward Conceptual Clarity: A Multidimensional, Multilevel Model of Professional Learning Communities in Dutch Elementary Schools The Elementary School Journal, 114(1), 118–137. https://doi.org/10.1086/671063

Sims, R. L., & Penny, G. R. (2014). Examination of a failed professional learning community. Journal of Education and Training Studies, 3(1), 39–45. https://doi.org/10.11114/jets. v3i1.558

Sparrow, B., Liu, J., & Wegner, D. M. (2011). Google Effects on Memory: Cognitive Consequences of Having Information at Our Fingertips. Science, 333(6043), 776–778. https://doi.org/10.1126/science.1207745

Sterenberg, G., O’Connor, K., Donnelly, A., & Drader, R. (2018). Research assistants’ experiences of co-creating partnership learning communities for learning and teaching in higher education. International Journal for Students As Partners, 2(1), 97– 111. https://doi.org/10.15173/ijsap.v2i1.3196

Stewart, C. (2014). Transforming professional development to professional learning. Journal of adult education, 43(1), 28-33. https://files.eric.ed.gov/fulltext/EJ1047338. pdf

Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258. https://doi.org/10.1007/s10833-006-0001-8

Talebizadeh, S. M., Hosseingholizadeh, R., & Bellibaş, M. Ş. (2021). Analyzing the relationship between principals’ learning-centered leadership and teacher professional learning: The mediation role of trust and knowledge sharing behavior. Studies in Educational Evaluation, 68, 100970. https://doi.org/10.1016/j.stueduc.2020.100970

Tan, H. H., & Lim, A. K. (2009). Trust in coworkers and trust in organizations. The Journal of psychology, 143(1), 45–66. https://doi.org/10.3200/JRLP.143.1.45-66

Tan, Y. S. M., & Caleon, I. S. (2016). Problem finding in professional learning communities: A learning study approach. Scandinavian Journal of Educational Research 60(2), 127– 146. https://doi.org/10.1080/00313831.2014.996596

Terry, L., Zafonte, M., & Elliott, S. (2018). Interdisciplinary professional learning communities: Support for faculty teaching blended learning. International Journal of Teaching and Learning in Higher Education, 30(3), 402–411. https://files.eric.ed.gov/ fulltext/EJ1199424.pdf

Tinnell, T.L., Ralston, P.A.S., & Tretter, T.R. et al. (2019). Sustaining pedagogical change via faculty learning community. International Journal of STEM Education, 6(1), 26. https://doi.org/10.1186/s40594-019-0180-5

Toole, J.C. & Louis, K.S. (2002). The role of professional learning communities in international education. In Leithwood, K., Hallinger, P. Furman, G. C., Riley, K., MacBeath, J., Gronn, P., & Mulford, B. (eds), Second International handbook of educational leadership and administration. Boston: Kluwer Academic Publishers. https://doi.org/10.1007/978- 94-010-0375-9_10

Turner; J., Smith, J., Bryant, K. , Haynes, T., Stewart, M.K., Kuo, D.Z., Harris K, McCoy S, Lovelady N, Sullivan G, Yeary KH. (2017). Community Building Community: The Distinct Benefits of Community Partners Building Other Communities’ Capacity to Conduct Health Research. Progress in Community Health Partnerships, 11(1), 81–86. https://doi.org/10.1353/cpr.2017.0010.

Valle, M., & Fuchs, T. (2015). Teaching and learning communities: empowering adjuncts and ensuring quality. Journal of Education and Human Development, 4(1): 1-6. https:// doi.org/10.15640/jehd.v4n1a1

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education: An International Journal of Research and Studies, 24(1), 80–91. https://doi. org/10.1016/j.tate.2007.01.004

Wang, M., and Degol, J. L. (2016). School Climate: A Review of the Construct, Measurement, and Impact on Student Outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1

Weißenrieder, J., Roesken-Winter, B., Binner, E., Schueler, S. (2015). Scaling CPD through professional learning communities: development of teachers’ self-efficacy in relation to collaboration. ZDM: The International Journal on Mathematics Education, 47(1), 27–38. https://doi.org/10.1007/s11858-015-0673-8

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. New York: Cambridge University Press. https://doi.org/10.1023/A:1023947624004

Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81–91. https://doi. org/10.1037/0022-0663.82.1.81

Yi-Hwa, L., Daly, A. J. (2020). The networked leader: understanding peer influence in a system wide leadership team. School Leadership & Management, 40(2-3), 163–182. https://www.tandfonline.com/doi/abs/10.1080/13632434.2019.1686611

Downloads

Abstract views: 697

Published

2023-07-21

How to Cite

Andrienko-Genin, T., Consten, J., Money, J., Broding, M., Dorman, L., Shepard, S., & Mousavi, O. (2023). The Benefits of Community Building and Participatory Leadership in an Interdisciplinary Virtual Professional Learning Community in Higher Education during COVID-19 and Post-Pandemic Times. Filosofiya Osvity. Philosophy of Education, 29(1), 66–91. https://doi.org/10.31874/2309-1606-2023-29-1-4

Issue

Section

Articles

Metrics

Downloads

Download data is not yet available.