Abstract
The purpose of this phenomenological study was to explore faculty experiences with a professional development program designed to prepare them for improved online teaching and learning. The research question was: how do faculty perceive their experiences in a professional development program designed to prepare them for better online teaching and learning in an intentional community of practice? The review of literature for this study focused on the following topics: (1) issues in teaching online in higher education, (2) faculty professional development, (3) effects of team-based professional development interventions in higher education, (4) conditions for successful professional development activities in teams, (5) communities of practice, and (6) related frameworks. A qualitative phenomenological approach was applied in this study. Participants were selected through a purposeful sampling method. In-depth, semi-structured interviews were used to collect narrative data from eight identified participants. An analysis of collected data revealed four emergent themes: (1) obtaining new knowledge, (2) confirmation of appropriate tools and strategies, (3) mixed learning experience, and (4) community bond. Although the participants’ academic backgrounds varied, most of them obtained new technological and pedagogical knowledge by participating in the professional development program. Some participants reaffirmed their previous knowledge; for those faculty members, the professional development program was a reinforcement of appropriate tools and strategies. Additionally, participants had mixed feelings about their learning experience. Some participants perceived the program as beneficial, while others felt the program repetitive. Furthermore, participants perceived a community bond. The investigation concluded with recommendations for future research.