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An Associate Dean’s Community of Practice: Rising to the Leadership Challenges of Engaging Distance Students using Blended Models of Learning and Teaching
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Author(s): Jill Lawrence (University of Southern Queensland, Australia), Lorelle Burton (University of Southern Queensland, Australia), Jane Summers (University of Southern Queensland, Australia), Karen Noble (University of Southern Queensland, Australia)and Peter D. Gibbings (University of Southern Queensland, Australia)
Copyright: 2013
Pages: 11
Source title:
Global Challenges and Perspectives in Blended and Distance Learning
Source Author(s)/Editor(s): J. Willems (Monash University, Australia), B. Tynan (University of Southern Queensland, Australia)and R. James (University of New England, Australia)
DOI: 10.4018/978-1-4666-3978-2.ch017
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Abstract
Associate deans (Learning and Teaching) face a number of challenges in successfully retaining and progressing students in their faculties. The first challenge involves identifying strategies to assist students to actively engage with their studies. This challenge escalates if the primary mode of delivery involves distance learning. The second challenge stems from the need for associate deans to empower their staff to design, develop, and deliver curricular that achieves student retention. This chapter conceptualizes blended learning and describes how an associate dean’s community of practice facilitates an institutional approach to student engagement, both in terms of supporting students and supporting staff. These initiatives include a whole-of-institution approach to learning and teaching polices, practices and infrastructure, and professional development activities, incorporating an assessment week, university presentations, and peer review activities. The chapter outlines the success of these initiatives in building the learning and teaching capacities of both students and staff at a regional Australian university.
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