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For many faculty, teaching online represents a new instructional delivery method, requiring the development of new teaching skills. This exploratory investigation builds upon Rogers' (2003) Diffusion of Innovations theory and communication channels to describe the influence of faculty discussions on their perceptions and decisions about teaching and learning. A sequential explanatory mixed-methods research design, using both sociometric and phenomenological methodologies, guided the exploration of faculty personal network exposure models and social learning opportunities. The study utilized online survey and open-ended interview instruments for the investigation. Faculty from several colleges at the University of Central Florida voluntarily completed the survey instrument identifying with whom, how, and why they discuss teaching online, including the influence of these discussions. In-depth interviews offered internal descriptions of their personal networks. Survey results established baseline data for demographic and future comparisons and identified concerns, issues, and trends unique to synchronous and asynchronous Internet-based faculty development and support needs. Phenomenological data produced the emergent categories and themes used to investigate and explain faculty's communication channel usage and social learning experiences. Similarities between diffusion and knowledge research findings and participants reflected more conformity than anticipated. Differences in communication channel and learning style preferences and usage and faculty's 24/7 work life needs, present challenges to administrators and educators responsible for providing development and support systems.

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Cette thèse interroge la manière dont se construit une communauté transnationale à partir du cas spécifique des Jummas du Bangladesh résidant en France. En 1987, 72 jeunes garçons sont arrivés ensemble en France, venus de camps de réfugiés en Inde, après avoir fui leur région d'origine, déchirée par la guerre civile, les Chittagong Hill Tracts, au Bangladesh. Ils ont été dispersés en France dans des familles d'accueil. Trente ans plus tard, beaucoup sont encore en lien et ont renoué avec leur famille biologique. Les trois-quarts sont mariés avec des femmes jummas. Ce groupe sert de point d'appui aux réfugiés qui arrivent en France. Beaucoup partagent des pratiques culturelles communes, maintiennent un fort sentiment d'appartenance au peuple Jumma. Ils ont construit un territoire transnational propre, avec ses réseaux et ses pôles. La diversité des parcours de ces jeunes, que l'on peut par certains aspects rapprocher des profils d'enfants adoptés à l'étranger, par d'autres de migrants de la génération 1.5, ou de réfugiés politiques, permet de discuter des processus pas forcément contradictoires d'intégration et de maintien des liens avec l'origine, via des dynamiques transnationales. L'examen de ces parcours permet de décrypter le processus de fabrique de cette communauté transnationale et d'en déceler les phases. Le contexte a joué aussi un rôle décisif : contexte de l'appartenance à une minorité discriminée au Bangladesh, celui particulier du départ pour la France et celui singulier de l’arrivée dans des familles françaises. A partir d'un accès privilégié à ce groupe depuis 1987, la thèse s'appuie sur une méthodologie adaptée à la dimension restreinte de ce groupe. / This thesis questions the way in which a transnational community is built, by studying the specific case of the Jummas of Bangladesh residing in France. In 1987, 72 young boys arrived together in France, coming from refugee camps in India, after fleeing their region of origin, torn apart by the war, the Chittagong Hill Tracts, in the south-east of Bangladesh. They were dispersed in host families in France. Thirty years later, many of them are still connected with one another and have reunited with their families in the Hill Tracts. Three-quarters of them have married Jumma women. This group serves as a support for refugees arriving in France. Many of them preserve a strong sense of belonging to the Jumma people. They have built a transnational territory of their own, with its networks and its poles. The diversity of these young people’s courses, that in some respects we can compare with the profiles of children adopted abroad, in other respects with young migrants from generation 1.5, or even with political refugees, allows us to discuss the processes, not necessarily contradictory, of integration and maintenance of the links with the origin, through transnational dynamics. The examination of these courses makes it possible to understand the manufacturing process of this transnational community and to detect its different phases. The context also played a decisive role: the context of belonging to a discriminated minority in Bangladesh, the particular of their departure for France and the singular of their arrival in French families. Thanks to a privileged access to this group since 1987, the thesis is based on a methodology adapted to its restricted size.