Cultivating a global professional learning network through a blended-learning program – Levers and barriers to success

Abstract

PurposeThis article reports on a study around a further education, blended-learning program aiming to establish globally active professional learning networks (PLNs). The questions guiding the research were: (1) What levers and barriers to establishing viable networks are identified by its members? (2) What – if any – indications of knowledge transfer within the networks can be identified?Design/methodology/approachThe networking aspect of the study program was analyzed using semi-structured interviews with its recent participants and graduates (n = 22), with the objective of gaining insights into elements that supported the creation and maintenance of a global, student-centered network and community in the program. Additionally, a document analysis of the master theses of all participants since the start of the program (n = 96) was undertaken to look for indications of knowledge transfers from one cultural and/or geographical setting to another.FindingsBlending online exchanges with face-to-face exchanges was seen as helpful in establishing a sustainable network. Additionally, having a low-barrier communication platform where it was socially acceptable to not only communicate about professional but also informal matters was described by virtually all participants as a promoting exchange and cohesion. Furthermore, about a fifth of all analyzed master theses contained indications of knowledge transfer, with instances of incorporating models or concepts from other contexts being the most prominent occurrence.Originality/valueThe findings offer insights into establishing sustainable blended-learning networks. They elaborate on key elements that supported and hindered the creation and viability of such networks. Furthermore, they highlight the importance of formal but also informal spaces for exchange.

Mindfulness and study engagement: mediating role of psychological capital and intrinsic motivation

“…As the global economy shifts, university students face pressure and challenges due to the competitiveness, complexity and uncertainty of the contemporary economy, even further complicated by ever-changing technology (Siu et al , 2013; Tulowitzki, 2020; Watts and Richardson, 2020; Khan et al , 2020a). Moreover, the degree to which university students engage in their studies is essential for understanding the value of higher education (Dalmon et al , 2019; Raza et al , 2020).…”

Commentary: professional learning networks: insights and future questions

“…However, the goals of PLNs and PLCs are quite similar, including promoting collective and individual learning through a process of inquiry (Rodway et al , 2021; Tulowitzki, 2021). The use of evidence as part of the inquiry process is often a feature as well (Tulowitzki, 2021). In some cases, PLCs and PLNs can coexist, as in Schnellert and Butler’s (2021) study.…”

“…Numerous articles in this issue provide concrete and varied examples of PLNs and the ways in which they contributed to knowledge mobilization. For example, the PLN described in Tulowitzki (2021) is an online master’s program involving students from multiple countries. This is distinctive from other PLNs which are typically comprised of teachers within a school system at the district, state or national level.…”

“…A group of teachers who collaborate within the same school would not likely be considered a PLN; more likely, this group would be referred to as a PLC. PLNs are not necessarily place-based and can operate virtually or in face-to-face formats (Tulowitzki, 2021). The fact that PLNs are not geographically bound is a distinctive feature.…”

“…PLCs are more likely to exist within a community of practice such as school, rather than across communities of practice (Rodway et al , 2021). However, the goals of PLNs and PLCs are quite similar, including promoting collective and individual learning through a process of inquiry (Rodway et al , 2021; Tulowitzki, 2021). The use of evidence as part of the inquiry process is often a feature as well (Tulowitzki, 2021).…”