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"Bloomberg, Linda Dale"
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Peeling Back the Onion: A Multi-layered Coaching and Mentoring Model for Faculty Development in Online Higher Education
The School of Education of one fully online university that primarily grants graduate degrees employs a coaching and mentoring model for faculty support and development that is built upon the values of collaborative learning, growth mindset, and reflective practice. The purpose of this
research was to better understand how and to what extent this model provides a platform and resource for meaningful learning and ongoing support regarding pedagogical expectations and requirements. The findings of two open-ended surveys were derived by way of thematic qualitative analysis,
and shed light on perceptions and insights regarding the value and benefits of the support that faculty receive from coaches and peer mentors, and how their engagement in communities of practice builds a culture of collegiality and collaborative learning. This model is potentially transferable
across the range of online and hybrid contexts and at institutions that have increased their online presence since the onset of the COVID-19 pandemic in an effort to ensure strong and ongoing faculty support and development.
Journal Article
Culture and Community: Case Study of a Video-Conferenced Graduate Distance Education Program
While the phenomenon of learning communities within the online environment has been examined in some depth, there is limited research-based information regarding the impact of videoconferenced programs on the learning experiences of adults, and little has been written about how the collaborative learning experiences of adults can be facilitated through participation in such programs. Moreover, little empirical qualitative research is currently available on Jewish distance learning programs-a growing field of practice. By way of qualitative case study methodology, this research explores the connection between culture and community within the Jewish videoconferenced context. The study sheds light on the unique cultural vestiges that enhance Jewish learners' shared spirit for community, and their motivation and ability to create it in a distance learning program. Given the culturally specific nature of this study, the author discusses how the findings might transfer to similar programs offered by way of videoconferencing. In addition ideas regarding implications for practice and for further research are offered. [PUBLICATION ABSTRACT]
Journal Article
Adult learning and distance education: A case study of a learning community in Jewish higher education
This qualitative case study was designed to explore the learning community experience of adult learners participating in a distance learning Master's degree program in Jewish education. Further it was intended to shed light on the perceived impact on individual learning. It was the writer's assumption that this research would extract the uniqueness of Jewish study, affording new insights into the challenges and demands placed by distance education on the learner. Additionally, the premise was that this study would be of value not only to those concerned with the Jewish educational endeavor, but also to those interested in distance education in particular, and in the field of adult learning in general. The site was an Institution of Jewish higher education that delivers degree programs by way of video-conferencing and online technology. The purposefully selected sample was comprised of two groups; twenty-two students and ten faculty members. The primary data collection methods were: in depth interviews, survey, and review of documents. Analysis and interpretation of findings were organized by way of three analytic categories that were based on this study's conceptual framework: (a) conceptualization of the learning community experience, (b) impact on individual learning, and (c) factors facilitating and impeding individual learning. Within each category, the researcher viewed the findings through three analytical lenses---adult education, distance learning, and Jewish education. This research revealed that a learning community offers the potential for an informal context for shared and collaborative learning. A key finding was that the learning community experience was perceived by the majority of students to impact individual learning. New learning included: openness to new perspectives; appreciation of collaborative learning; critical and reflective thinking; and application of learning to practice. The principle recommendation is that educational institutions would benefit from increased and sustained dialogue around issues pertaining to the learning community. Creating opportunities for sharing ideas and knowledge at all levels will build a culture of shared learning, and will enhance and sustain learning communities.
Dissertation
Completing your qualitative dissertation: a roadmap from beginning to end
In writing an overarching book aimed at addressing the needs of all qualitative doctoral researchers, BLOOMBERG and VOLPE have produced a volume that offers many tools and ideas that are of value to doctoral dissertation students. However, the publication is not without its limitations: it is underpinned by an unarticulated, positivist approach to qualitative research, and presumes readers will at least be familiar with the system of doctoral dissertations undertaken in the United States of America.
Book Review