Higher education faculty benefit from participating in communities of practice focused on developing and improving their own instruction. However, collaborators with common interests are not always located at the same physical location. In this article, we share how participation in a technology-facilitated lesson study provided the means for five higher education faculty across the U.S. to engage in professional development and evolve into a virtual community of practice. Through the use of synchronous and asynchronous communication technology, we formulated goals, planned a common lesson, conducted research on our students’ learning, and reflected on our own teaching practice. For this paper, we share how the process of technology-facilitated lesson study provided professional learning for us as individuals.
Soto, M., Gupta, D., Dick, L., & Appelgate, M. (2019). Bridging Distances: Professional Development for Higher Education Faculty Through Technology-Facilitated Lesson Study. Journal of University Teaching & Learning Practice, 16(3). https://doi.org/10.53761/188.8.131.52