Virtual benchmarking as professional development: Peer learning in authentic learning environments

Abstract

The creation of a virtual benchmarking model as a tool for professional development of
 teachers is examined in this article. The process employed authentic learning criteria as
 reflection and dialogue tools in a peer review of e-courses. The learning space the virtual
 benchmarking process provided and its effectiveness in supporting professional
 development as experienced by teachers are described. Strengths and development
 challenges of the model are discussed. The project itself became an authentic learning
 environment in which elements structuring authentic learning promoted peer learning and
 collaborative construction of knowledge. Virtual methodologies were tested and developed
 with the use of Adobe Connect Pro and Ning. Teachers felt new knowledge could
 immediately be transferred to their work and authenticity in e-learning fostered by
 increasing collaborative construction of knowledge, strengthening reflection and deploying
 interactive social media. While considered useful and a time-saver, further improvements to
 the multiphase model should focus on process instructions and role clarification.