Forbes school of business think tanks exploring teaching, learning & relationship building in a virtual learning community

Autores/as

  • Bill Davis Forbes School of Business, Ashford University
  • Maja Zelihic Forbes School of Business, Ashford University
  • Alan Swank Forbes School of Business, Ashford University

Palabras clave:

Collaboration, Learning community, Faculty engagement, Online Relationship Building, Online community, Multidirectional mentoring relationships

Resumen

This paper describes ongoing research based on a university faculty Think Tank as a means of establishing and sustaining developmental networks among faculty at a large online university.  Specifically, the paper explores the Think Tank as a virtual learning community wherein faculty have shared knowledge and enjoyed personalized learning opportunities for a period of over two years.  Approximately 100 faculty members are typically invited to participate in the virtual learning community which meets formally every two weeks (with some summer months off).  Between meetings, faculty have developed relationships including multi-directional mentoring and   The paper will consider if and how participation in the Think Tank has served faculty and/or why other faculty members who are invited do not choose to participate in the Think Tank. First, the paper describes the Think Tank as a virtual learning community.  Specifically, it sets the ground rules that have enabled the community to thrive in a virtual and egalitarian climate.  Then, multi-directional mentoring as a means of knowledge sharing in the think tank is explored.  Bandura’s social learning theory and Kolb’s experiential learning model provide the conceptual framework for relationship building in this collegial environment.  Next, the research questions that have been posed are shared.  Data collection for this study is currently in process; therefore findings are not yet available.  Finally, study limitations are briefly discussed and future directions for research are explored.

Biografía del autor/a

Bill Davis, Forbes School of Business, Ashford University

Author is an Instructor for the Forbes School of Business at Ashford University.  He teaches a variety of business courses focusing on leadership and management.  He has presented at several conferences on servant leadership and student engagement. Last year he presented for the VII International Guide Conference at Universidad Panamericana, Guatemala City, Guatemala and at the 2014 University of Wisconsin Distance Learning Conference, Madison, Wisconsin.  

Maja Zelihic, Forbes School of Business, Ashford University

Co-author is an Assistant Professor in the Forbes School of Business at Ashford University, Graduate Division. She has a PhD in General Business with an emphasis in Organizational Management from Capella University, a Master of Business Administration from University of Phoenix, and a Bachelor’s degree in Communications with a Minor in International Studies from University of North Florida. Some of her academic activities aside from instruction include co-facilitation of faculty certification and mentorship programs, technology, and newsletter committee forces. Dr. Zelihic also enjoys doing research, specifically in the fields of marketing, business ethics, and management. She is also a recipient of peer development award and two scholarship awards. She is a lecturer and a presenter at several international business conferences. Some recently attended conferences: WASC (Western Association of Schools and Colleges (WASC) conference in 2014, Los Angeles California and ABSEL (Association for Business Simulation and Experiential Learning, conference in Las Vegas, Nevada.

Alan Swank, Forbes School of Business, Ashford University

Co-author is an Assistant Professor within the Forbes School of Business at Ashford University. Dr. Alan Swank is a perfect example of what can be accomplished through education. A journeyman tool and die maker, and a journeyman welder, he spent eight years in the United States Air Force before opening and running his own manufacturing firm for more than 23 years. But he also saw the value of education, obtaining a BA in Management and Organizational Development and an MA in Organizational Management from Spring Arbor University as well as a PhD in Organization, Management, and Leadership from Capella University. During the educational process, he began to notice that he had a love for teaching, which he began to practice in 2005, covering a variety of topics from economics to machine tool technology. including multi-directional mentoring and   The paper will consider if and how participation in the Think Tank has served faculty and/or why other faculty members who are invited do not choose to participate in the Think Tank. First, the paper describes the Think Tank as a virtual learning community.  Specifically, it sets the ground rules that have enabled the community to thrive in a virtual and egalitarian climate.  Then, multi-directional mentoring as a means of knowledge sharing in the think tank is explored.  Bandura’s social learning theory and Kolb’s experiential learning model provide the conceptual framework for relationship building in this collegial environment.  Next, the research questions that have been posed are shared.  Data collection for this study is currently in process; therefore findings are not yet available.  Finally, study limitations are briefly discussed and future directions for research are explored. 

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Publicado

2016-05-04

Número

2016: IX Conferencia Internacional Guide. Educación y Sociedad en Red. Los desafíos de la era digital. USAL, Buenos Aires

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Ponencias

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