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This study at a Western Canadian university used a Design-Based Research approach across three phases and applied mixed methods, including interviews and surveys. 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(2024) . Peer support and pedagogical conversations: Keys to building faculty capacity in a digital age. The Canadian Journal for the Scholarship of Teaching and Learning, 15(3) .  \n[https://doi.org/10.5206/cjsotlrcacea.2024.3.17170](https://doi.org/10.5206/cjsotlrcacea.2024.3.17170)  \nPeer Support and Pedagogical Conversations: Keys to Building Faculty Capacity in a Digital Age  \nAbstract  \nWith the COVID-19 pandemic, post-secondary institutions pivoted to providing hybrid or fully online courses and recognized the need to mitigate the challenges faced by faculty in navigating this shift. This study was conducted at one Western Canadian university and followed a Design Based Research approach that included three phases and utilized mixed methods (interviews and surveys). The purpose of this research was to build faculty capacity for online teaching and learning. Overall, findings indicated that while the need for capacity building and improving collective practice was heightened during the pandemic, it remains a persistent need because faculty are continually faced with adjusting to ongoing complexities related to teaching and learning. One of the areas identified to build faculty capacity in this study was ongoing professional development emphasizing peer support and collegial conversations to aid faculty in adjusting teaching practices to various modalities including online learning. This study is significant for post-secondary institutions and researchers interested in building faculty capacity and improving collective teaching practices.  \nAvec la pandémie de la COVID-19, les établissements d'enseignement postsecondaire se sont tournésvers les cours hybrides ou entièrement en ligne et ont reconnu la nécessité d'atténuer les difficultés rencontrées par les enseignants et les enseignantes pour composer avec ce changement. Cette étude a été menée dans une université de l'Ouest canadien et a suivi une approche de recherche basée sur la conception qui comprenait trois phases et utilisait des méthodes mixtes (entretiens et enquêtes). L'objectif de cette recherche était de renforcer les capacités du corps enseignant en matièred'enseignement et d'apprentissage en ligne. Dans l'ensemble, les résultats ont indiqué que si le besoinde renforcer les capacités et d'améliorer les pratiques collectives s'est accru pendant la pandémie, il demeure un besoin persistant car les enseignants et les enseignantes doivent continuellement s'adapter aux complexités permanentes liées à l'enseignement et à l'apprentissage. L'un des domaines identifiéspour renforcer les capacités du corps enseignant dans cette étude est le développement professionnel continu mettant l'accent sur le soutien par les pairs et les conversations collégiales pour aider le corpsenseignant à adapter les pratiques d'enseignement à diverses modalités, y compris l'apprentissage en ligne. Cette étude est importante pour les établissements d'enseignement supérieur et les chercheurset chercheuses qui souhaitent renforcer les capacités des enseignants et des enseignantes et améliorer les pratiques d'enseignement collectives.  \nKeywords  \nhigher education, online learning, hybrid learning, blended learning, professional development; enseignement supérieur, appren","cbCaipSHAuXesrKT","https://ap.wps.com/l/cbCaipSHAuXesrKT","pdf",269752,17,"English","# Abstract\n## Keywords\n## Literature Review\n### Community of Practice","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"The study aimed to build faculty capacity for online teaching and learning.\"},{\"question\":\"What research approach and methods were used?\",\"answer\":\"It used a Design-Based Research approach with three phases and mixed methods, including interviews and surveys.\"},{\"question\":\"Which capacity-building area was emphasized in the findings?\",\"answer\":\"Ongoing professional development focused on peer support and collegial conversations to help faculty adapt teaching practices across modalities, including online learning.\"}]","Peer Support and Pedagogical Conversations: Keys to Building Faculty Capacity in a Digital Age | PDF",1792083019,43]