Exploring views and experiences of faculty members' participation in an asynchronous online program: Using a micro-learning format and CoP framework.
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| Title: | Exploring views and experiences of faculty members' participation in an asynchronous online program: Using a micro-learning format and CoP framework. |
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| Authors: | Bulut, Mehmet Akın1 (AUTHOR), Adıgüzel, Tufan2 (AUTHOR), Kaya, Mehmet Haldun3 (AUTHOR) mehmethaldunkaya@gmail.com |
| Source: | Innovations in Education & Teaching International. Apr2026, Vol. 63 Issue 2, p649-665. 17p. |
| Subject Terms: | *Microlearning, *Higher education, *Asynchronous learning, *Distance education, *Qualitative research, *Active learning, *Teacher development, Communities of practice |
| Abstract: | Traditional teaching methods in higher education often fall short of meeting the diverse needs of learners, particularly in remote or asynchronous settings. Addressing this gap, this qualitative case study investigates how a six-module asynchronous online professional learning program can support the integration of active learning strategies using micro-learning and a Community of Practice (CoP) framework. Conducted at a higher education institution, the study involved six faculty members from diverse academic backgrounds. Data were gathered through semi-structured interviews, lesson observations, discussion board content, and participant reflections. Content analysis revealed that the flexibility and accessibility of asynchronous learning coupled with micro-learning segments. This study addresses a critical need for practical insights into professional learning programs that effectively implement active learning in non-traditional educational environments. The findings suggest that such programs should incorporate structured support mechanisms, clear guidelines, and diverse content formats to enhance motivation and mitigate cognitive overload, particularly in remote learning contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Traditional teaching methods in higher education often fall short of meeting the diverse needs of learners, particularly in remote or asynchronous settings. Addressing this gap, this qualitative case study investigates how a six-module asynchronous online professional learning program can support the integration of active learning strategies using micro-learning and a Community of Practice (CoP) framework. Conducted at a higher education institution, the study involved six faculty members from diverse academic backgrounds. Data were gathered through semi-structured interviews, lesson observations, discussion board content, and participant reflections. Content analysis revealed that the flexibility and accessibility of asynchronous learning coupled with micro-learning segments. This study addresses a critical need for practical insights into professional learning programs that effectively implement active learning in non-traditional educational environments. The findings suggest that such programs should incorporate structured support mechanisms, clear guidelines, and diverse content formats to enhance motivation and mitigate cognitive overload, particularly in remote learning contexts. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14703297 |
| DOI: | 10.1080/14703297.2025.2532056 |
