Risk for professional learning when the academic community is forced online?

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...

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Bibliographic Details
Published in:Studies in continuing education 2022-05, Vol.44 (2), p.284-299
Main Authors: Langelotz, Lill, Mahon, Kathleen
Format: Article
Language:English
Subjects:
academic community
built spaces
Case Studies
College Faculty
Communities of Practice
Computer Mediated Communication
COVID-19
Distance Education
Educational Change
Faculty Development
Foreign Countries
Higher education
Interpersonal Relationship
online environments
Online instruction
Pandemics
Professional development
professional learning practices
Risk
Teacher Attitudes
theory of practice architectures
Universities
University faculty
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Summary: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.
ISSN:0158-037X
1470-126X
1470-126X
DOI:10.1080/0158037X.2021.1928054