Gayle Morris's research while affiliated with Deakin University and other places

... Practice-based learning includes being involved in mentoring, studying real-world workplace issues, communities of practice and learning on the job (e.g., Fraser & Harvey, 2008;Lines et al., 2011;. Self-managed learning includes activities such as ad hoc conversations, participation in peer networks and involvement in self-managed professional leadership groups (e.g., Bedgood et al., 2012;Burgoyne, Mackness, & Williams, 2009;Kezar, Gallant, & Lester, 2011;McInnis, Ramsden, & Maconachie, 2012); and Formal leadership development includes participating in 360°feedback reviews, joining formal leadership programs and completing a tertiary qualification in leadership (some examples of work in this area include Jones, Ladyshewsky, Oliver, & Flavell, 2008;Ladyshewsky, Geoghegan, Jones, & Oliver, 2008;Lefoe, Parrish, Hart, Smigiel, & Pannan, 2008;West & Vilkinas, 2011). ...

... Similarly to our results, the literature also points out that SBT involves an active learning process by making students aware that they are in a learning environment. Various authors have pointed out the achievement of: better learning outcomes (Bedgood et al., 2010;Rau, Kennedy, Oxtoby, Bollom, & Moore, 2017), better understanding of the objective concepts of the course (Matherly & Burney, 2013), and cultivation of abilities in students (Peng, 2017), even improving competencies in a global, specific and transversal way (Dejo, 2015). Regarding student perception, it allows for increased interest and motivation in the subject matter (Dejo, 2015;Gusc & Veen-Dirks, 2013) and relationships with peers (Dejo, 2015). ...

... This is a pivotal issue since virtual schools are regularly faced with the challenge of training teachers from the face-toface environment to teach in a virtual classroom environment; however, it is also critical to note that most programs do not adequately prepare these teachers as the emphasis in the majority of the professional development programs has been upon the use of related technology and not on pedagogy and online methodology (Barrett, 2010;Faulkner-Beitzel, 2008). Research has shown that the most effective learning within a professional development program for teachers occurs when the learning itself is clearly contextualized and when there are social interactions in which authentic practice occurs (Bell & Morris, 2009). Barrett (2010) makes an important point when he states that the virtual classroom is unlike the conventional classroom, and as a result, educators moving into this environment must "unlearn" their previous ways of providing instruction and consider effective strategies that both encourage and nurture the online student. ...