Affiliation:
1. University of Tampa, USA
2. University of North Carolina Wilmington, USA
3. University of West Florida, USA
Abstract
Through 15 years of research on social presence examining the level of connectedness among students and instructors, the authors uncovered a recurring theme: the need for districts to provide better support professional development (PD) in K-12 settings. In this chapter, they address some of the challenges in implementing PD, describe and explain the social presence model (SPM), provide evidence from multiple case studies, and summarize the key findings. The research uncovered that while online and blended teachers often recognized the need for continued support and its role in helping them be more effective educators, they often moved forward without adequate PD. Because the passion and perseverance of these teachers predict long-term success for students, districts need to have a plan in place to help them get the PD needed to maximize their experience and impact student learning most effectively. In closing, the authors offer micro-communities as one robust, socially present, easy-to-implement, and budget-conscious solution that at least partially addresses this growing concern.