Despite opportunities for artist educators to locate their practice in online learning environments, many remain reluctant to embrace virtual classrooms. As schools are being forced to create an increasing array of online courses, administrators are reluctant or unable to provide additional resources for equipping faculty with the skills needed to support online course development. Specific guidelines to train faculty how to teach online are often fragmented or local. Programs that demonstrate the ability to grow vibrant and connected online cultures may help guide future faculty development.
The Virtual Learning Community (VLC) Fellowship program at Columbia College Chicago supports informal, faculty led online communities in an arts-based institution historically resistant to online instruction. The author presents findings from an Ethnographic Case Study of the VLC program that examines how professional faculty development and learning occurs in these settings within the frameworks of connectivism and transformative learning.
","abstract_html":"<p>Despite opportunities for artist educators to locate their practice in online learning environments, many remain reluctant to embrace virtual classrooms. As schools are being forced to create an increasing array of online courses, administrators are reluctant or unable to provide additional resources for equipping faculty with the skills needed to support online course development. Specific guidelines to train faculty how to teach online are often fragmented or local. Programs that demonstrate the ability to grow vibrant and connected online cultures may help guide future faculty development.</p> <p>The Virtual Learning Community (VLC) Fellowship program at Columbia College Chicago supports informal, faculty led online communities in an arts-based institution historically resistant to online instruction. The author presents findings from an Ethnographic Case Study of the VLC program that examines how professional faculty development and learning occurs in these settings within the frameworks of connectivism and transformative learning.</p>","abstract_has_math":false,"creators":["Noffs, David S"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Adult and Continuing Education","degree_department":null,"school":null,"contributors":["Tom Heaney, Ph.D.","Randee Lipson Lawrence, Ed.D.","Anne Becker, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-03-01T08:00:00Z","date_published":"2015-03-01T08:00:00Z","updated_at":"2026-07-24T03:20:25Z","subjects":["Online learning","Online Learning Communities","Faculty Development","Connectivism","Instructional Design","Classroom Technology","Adult and Continuing Education Administration","Adult and Continuing Education and Teaching","Education","Higher Education","Online and Distance Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/144","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tom Heaney, Ph.D.","Randee Lipson Lawrence, Ed.D.","Anne Becker, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Noffs, David S"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Adult and Continuing Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Online learning","Online Learning Communities","Faculty Development","Connectivism","Instructional Design","Classroom Technology","Adult and Continuing Education Administration","Adult and Continuing Education and Teaching","Education","Higher Education","Online and Distance Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/144"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Despite opportunities for artist educators to locate their practice in online learning environments, many remain reluctant to embrace virtual classrooms. As schools are being forced to create an increasing array of online courses, administrators are reluctant or unable to provide additional resources for equipping faculty with the skills needed to support online course development. Specific guidelines to train faculty how to teach online are often fragmented or local. Programs that demonstrate the ability to grow vibrant and connected online cultures may help guide future faculty development.
The Virtual Learning Community (VLC) Fellowship program at Columbia College Chicago supports informal, faculty led online communities in an arts-based institution historically resistant to online instruction. The author presents findings from an Ethnographic Case Study of the VLC program that examines how professional faculty development and learning occurs in these settings within the frameworks of connectivism and transformative learning.
"]},{"key":"dc:title","label":"Title","values":["Resonating Frequencies of a Virtual Learning Community: An Ethnographic Case Study of Online Faculty Development at Columbia College Chicago"]}]}],"canonical_facts":{"dc:contributor":["Tom Heaney, Ph.D.","Randee Lipson Lawrence, Ed.D.","Anne Becker, Ed.D."],"dc:creator":["Noffs, David S"],"dc:date.available":["2016-03-31T07:00:00Z"],"dc:description.abstract":["Despite opportunities for artist educators to locate their practice in online learning environments, many remain reluctant to embrace virtual classrooms. As schools are being forced to create an increasing array of online courses, administrators are reluctant or unable to provide additional resources for equipping faculty with the skills needed to support online course development. Specific guidelines to train faculty how to teach online are often fragmented or local. Programs that demonstrate the ability to grow vibrant and connected online cultures may help guide future faculty development.
The Virtual Learning Community (VLC) Fellowship program at Columbia College Chicago supports informal, faculty led online communities in an arts-based institution historically resistant to online instruction. The author presents findings from an Ethnographic Case Study of the VLC program that examines how professional faculty development and learning occurs in these settings within the frameworks of connectivism and transformative learning.
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