Confusion and representational practices as factors that sustain rich pedagogical discussions within faculty online learning communities

Turpen, Chandra; Goldberg, Fred; Corrales, Adriana; Price, Edward

doi:10.1119/perc.2018.pr.turpen

Cited by 4 publications

(7 citation statements)

References 6 publications

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“…For example, a FOLC is offered for faculty implementing the Next Gen PET curriculum. This FOLC has seen similar positive impacts as we report for the NFW-FOLC [58][59][60]. This model has been used in other STEM disciplines as well [61].…”

Section: Discussionsupporting

confidence: 74%

Faculty online learning communities: A model for sustained teaching transformation

Dancy

Lau

Rundquist

et al. 2019

Phys. Rev. Phys. Educ. Res.

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Many physics faculty are aware of and interested in using research-based instructional strategies. However, knowledge and motivation are not sufficient to support successful and sustained adoption. To address this problem, we present a faculty online learning community (FOLC) model for educational change and describe its application (the New Faculty Workshop FOLC, NFW-FOLC) to provide a year of support to new faculty following attendance at the Physics and Astronomy New Faculty Workshop. FOLCs are an extension of the faculty learning community model. Here we present the theoretical underpinnings of the general FOLC model, the design principles of our particular NFW-FOLCs, and the learning objectives for NFW-FOLC participants. We demonstrate the efficacy of our NFW-FOLCs by analyzing postexperience interviews with participants from the first four NFW-FOLC cohorts. The primary motivation given by faculty for joining our FOLCs is to improve their teaching as they learn more about teaching strategies, get implementation help, and connect to a broader community. These motivations align with our NFW-FOLC design principles. Participants overwhelmingly report the experience was valuable and impacted them positively with the most commonly reported impacts of NFW-FOLC membership being changes in their implementation of teaching strategies, increased reflection about teaching, increased confidence as teachers, increased knowledge about teaching, benefits to their students, time saved, and gaining a resource. The reported impacts provide evidence that the NFW-FOLC is successfully meeting its goals. We argue that the reported impacts are uniquely supported by the FOLC model of professional development. We advance FOLCs as a generalizable model of professional development offering a number of advantages over traditional reform efforts as well as traditional Faculty Learning Communities.

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Section: Discussionsupporting

confidence: 74%

Faculty online learning communities: A model for sustained teaching transformation

Dancy

Lau

Rundquist

et al. 2019

Phys. Rev. Phys. Educ. Res.

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“…For the present study, we draw on survey data and the transcript of one FOLC meeting. Analyses involving the other data sources have been reported elsewhere, or are in preparation (Corrales et al, 2020 ; Corrales, Goldberg, Turpen, & Price, 2018 ; Lau, Corrales, Goldberg, & Turpen, 2019 ; Turpen, Goldberg, Corrales, & Price, 2018 ).…”

Section: Methodsmentioning

confidence: 99%

“…As participants share implementation challenges (and successes), members can respond in a variety of ways that either open-up or close-off the conversation to others’ contributions. In many FOLC meetings, we see people offer specific solutions, ask probing questions, share their own experience, normalize the experience of others, offer encouragement, bounce around ideas, and develop pedagogical concepts (Corrales et al, 2020 ; Lau et al, 2019 ; Turpen et al, 2018 ). The frequency and quality of these different interactions can vary, however, and is the subject of ongoing study (Lau et al, 2019 ).…”

Section: Methodsmentioning

confidence: 99%

Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum

et al. 2021

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Background Adoption and use of effective, research-based instructional strategies (RBISs) for STEM education is less widespread than hoped. To promote further use of RBISs, the propagation paradigm suggests that developers work with potential adopters during the development process, and provide ongoing support after adoption. This article investigates the impact of a faculty online learning community (FOLC) as a professional development mechanism for supporting faculty adopting a research-based curriculum. A FOLC uses video conference technology and online platforms to connect geographically dispersed faculty with similar backgrounds (e.g., physics faculty) and supports their teaching development. In the context of a specific FOLC, this article seeks to determine the outcomes the FOLC achieves, and how. Results Analysis of a FOLC meeting identified opportunities for rich, complex social interaction centered on the research-based curriculum. By functioning as a sounding board for ideas, a space to share experiences, a source of affective support, and a venue for troubleshooting, the FOLC mediates the achievement of a range of outcomes related to implementation of the curriculum. Survey results indicate that members feel a sense of community in the FOLC and that it provides encouragement through teaching challenges. Further results indicate participants’ increased confidence in using the curriculum; familiarity with the curriculum structure and content; increased knowledge of pedagogical techniques; reflection on teaching practices in the curriculum; and use of pedagogical techniques aligned with the curriculum’s core principles. Emerging evidence supports more distal outcomes, including student learning, persistence in using the curriculum, reflection in teaching practice across courses taught, and use of research-based pedagogy in other courses. Conclusions The propagation paradigm emphasizes the need for ongoing support for adopters of RBISs. The FOLC model provides participating faculty with ongoing support through participation in a community and is an effective support mechanism for adopters of a research-based curriculum. In this study, FOLC members are increasing their knowledge and use of pedagogical techniques in the curriculum-specific course and beyond. This is facilitated by the opportunities in the FOLC for troubleshooting, idea sharing, and receiving encouragement through challenges. This model has the potential to support adopters of additional educational innovations.

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“…Faculty Online Learning Communities (FOLCs) are a promising solution to this problem [5][6][7]. Based on the design of in-person Faculty Learning Communities [8], FOLCs connect faculty members via periodic video conference calls with the goal of supporting their teaching development and implementation of RBISs.…”

Section: Introductionmentioning

confidence: 99%

“…During their online meetings, FOLC members troubleshoot issues with the course, curriculum, and/or pedagogical strategy they are trying to implement. These conversations are often rich with pedagogical ideas and advice [6,9,10].…”

Section: Introductionmentioning

confidence: 99%

A framework for classifying opportunities to learn in Faculty Online Learning Communities: A preview with sample application

Lau¹,

Corrales²,

Goldberg³

et al. 2020

2019 Physics Education Research Conference Proceedings

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Faculty Online Learning Communities (FOLCs) are unique professional development environments built to support instructors as they adopt research-based teaching strategies and curricula. FOLC participants meet via a video conferencing platform to discuss their teaching challenges and to generate solutions. In order to capture the breadth and depth of learning that can occur by participating in a FOLC, and to identify connections between facilitation moves, discursive structures, and learning opportunities, we have developed a taxonomy to characterize the opportunities to learn (OTLs) in a FOLC meeting. In this paper we will preview the taxonomy, presenting its main components, and provide an overview of its development based on meetings from a FOLC centered around the Next Generation Physical Science and Everyday Thinking (NGPET) curriculum. Using an excerpt from a NGPET-FOLC meeting, we demonstrate how the taxonomy can be used as an analytical tool. We end with a discussion of the potential applications for this taxonomy.

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Confusion and representational practices as factors that sustain rich pedagogical discussions within faculty online learning communities

Cited by 4 publications

References 6 publications

Faculty online learning communities: A model for sustained teaching transformation

Faculty online learning communities: A model for sustained teaching transformation

Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum

A framework for classifying opportunities to learn in Faculty Online Learning Communities: A preview with sample application

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