The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Enhancing Teaching Through Asynchronous Professional Development Programmes: A Case Study of the Cambridge PDQ Certificate in Teaching and Learning
Abstract
This chapter presents a comprehensive case study of the Cambridge Professional Development Qualifications – Certificate in Teaching & Learning (PDQ T&L) programme, a benchmarked professional development initiative offered by the University of Nottingham Ningbo China (UNNC), with a focus of its asynchronous learning model. The study spans three cycles of the programme, from 2022 to 2025, and evaluates the effectiveness of its asynchronous delivery model in enhancing teaching practices among participants. The purpose of this chapter is to explore the various aspects of asynchronous teaching development and to identify areas for improvement in the course structure, participant engagement and reflective practice facilitation.
Related Content
|
Usha Ajithkumar, N. Navaneethakrishnan, Sawien Jenkwao.
© 2026.
18 pages.
|
|
Carlo Lazzari, Elda Nikolou-Walker, Liang Liu.
© 2026.
40 pages.
|
|
Andreas Rupp, Yuhuan Huang.
© 2026.
26 pages.
|
|
Margaret A. Farren, Yvonne P. Crotty, Sean J. Manley, Emmanuel Chaniotakis.
© 2026.
26 pages.
|
|
Doug Heintz, Sandi J. Wolff, Joe Fisher.
© 2026.
18 pages.
|
|
Joy-Telu Hamilton-Ekeke, Hamilton Ekemena Ekeke.
© 2026.
32 pages.
|
|
Corey Bloomfield.
© 2026.
28 pages.
|
|
|