Using virtual professional learning communities to foster sustainable learning and close the awarding gap in higher education

Meletiadou, Eleni (2023) Using virtual professional learning communities to foster sustainable learning and close the awarding gap in higher education. In: Handbook of research on implications of sustainable development in higher education. IGI Global, Hershey, PA, pp. 24-42. ISBN 9781668461723

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Official URL: https://doi.org/10.4018/978-1-6684-6172-3.ch002

Abstract / Description

In the current study, a combination of synchronous and asynchronous online strategies has been used to support undergraduate students at a University in the UK, as VPLC embraces individual students' needs for learning development and professional growth through peer support building community among the student population. The intent of this research study was to unravel students' perceptions of the benefits and the challenges that VPLC may have amid the pandemic. An exploratory anonymous survey design was employed to explore their impact. Students were also asked to provide anonymous feedback at regular intervals during the implementation using Mentimeter. Descriptive statistics and thematic analysis were used to examine the data. Findings suggest that VPLCs can be used as a means to support students through collaboration, peer mentoring/coaching, networking, and sharing of resources.

Item Type: Book Section
Uncontrolled Keywords: online learning; higher education (HE); undergraduate students; United Kingdom; Covid-19 pandemic
Subjects: 300 Social sciences > 370 Education
Department: Guildhall School of Business and Law
SWORD Depositor: Pub Router
Depositing User: Pub Router
Date Deposited: 16 Dec 2022 14:30
Last Modified: 16 Dec 2022 14:30
URI: https://repository.londonmet.ac.uk/id/eprint/8059

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