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This study describes the design and implementation processes of globally networked learning environments (GNLEs) in a college environment and discusses how these processes may contribute to instructors' professional learning. A thematic analysis was conducted on five interviews with instructors working in Quebec general and vocational colleges (CEGEPs). The design and implementation processes were mapped out using Fretchling's (2007) logic modeling basic components. Findings suggest that GNLEs in a college context take the form of joint lectures or joint activities. Instructors reported that designing and teaching within a GNLE had led to pedagogical, intercultural and technology-related learning; and that learning was fostered by unforeseen challenges as well as long-standing partnerships. Resume L’objectif de cette etude est de decrire les processus de conception et de mise en œuvre de milieux d’apprentissage reseautes internationalement (MARI) dans un environnement collegial ainsi que d’analyser leur influence sur le perfectionnement professionnel. Une analyse thematique realisee a partir de cinq entrevues avec des enseignants de cegeps a permis d’elaborer un modele logique (Fretchling 2007). Les resultats suggerent que les MARI implantes dans un college prennent surtout la forme de cours magistraux ou d’activites pedagogiques conjointes. Pour les enseignants impliques, le perfectionnement (pedagogique, interculturel ou technologique) resulte des imprevus et des partenariats durables inherents aux MARI.

comparative and international education

The Processes of Designing and Implementing Globally Networked Learning Environments and their Implications on College Instructors’ Professional Learning: The Case of Québec CÉGEPs