Reaching out: Cultivating a learning community to facilitate video-based peer coaching on teaching practice in the 'extended' and online classroom

This exploratory, qualitative study investigated four Hong Kong university teachers' experiences of video-based peer coaching and their understanding and potential enactment of a learning community that may develop around this approach. It also explored teachers' perceptions of the 'extended' classroom, an approach in which the same instructor teaches on-campus and online students at the same time. Video-based peer coaching was regarded as efficient, focused and characterised by peer support, provided peers had sufficient background information regarding the observed lesson. It was agreed that this approach could be effective within a cross-departmental learning community, although leadership and institutional recognition would be needed to ensure focus and a sustainable culture of collaboration. Despite inherent challenges, the extended classroom was perceived as a positive development which afforded new forms of interaction.