Faculty Online Learning Communities: A Model for Sustained Teaching Transformation

Autor/inn/en	Dancy, Melissa; Lau, Alexandra C.; Rundquist, Andy; Henderson, Charles
Titel	Faculty Online Learning Communities: A Model for Sustained Teaching Transformation
Quelle	In: Physical Review Physics Education Research, 15 (2019) 2, Artikel 020147 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Online Courses; Teaching Methods; Communities of Practice; Teacher Workshops; Physics; Science Instruction; Educational Change; Astronomy; Science Teachers; Educational Objectives; Teacher Motivation; Teacher Attitudes; Self Efficacy; Faculty Development; Expertise; Feedback (Response); Safety; Pedagogical Content Knowledge; College Faculty; Reflection + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsreform; Astronomie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Educational objective; Bildungsziel; Erziehungsziel; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Expert appraisal; Sicherheit; Pädagogische Kompetenz; Fakultät
Abstract	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. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01