Faculty persistence with research-based instructional strategies: a case study of participation in a faculty online learning community
Abstract Background Incorporating research-based instructional strategies (RBISs) into college classrooms is essential for improving learning outcomes. However, the rate of implementation of new strategies is quite low. The development and dissemination model of introducing faculty to new strategies...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2020-05-01
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| Series: | International Journal of STEM Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s40594-020-00221-8 |
| _version_ | 1818130585114116096 |
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| author | Adriana Corrales Fred Goldberg Edward Price Chandra Turpen |
| author_facet | Adriana Corrales Fred Goldberg Edward Price Chandra Turpen |
| author_sort | Adriana Corrales |
| collection | DOAJ |
| description | Abstract Background Incorporating research-based instructional strategies (RBISs) into college classrooms is essential for improving learning outcomes. However, the rate of implementation of new strategies is quite low. The development and dissemination model of introducing faculty to new strategies has shown to be inadequate in encouraging uptake and consistent use of those strategies. This model lacks the ongoing support that has shown to be exceedingly important in the adoption and persistent use of new strategies. In addition, this model ignores the necessity of adaptation of RBISs due to differences in teaching situations including availability of particular resources or different student populations. Faculty online learning communities (FOLCs) are online collaborative faculty groups that provide continued support in order to fill this gap. This case study explores one FOLC member’s adoption of a research-based physical science curriculum as they reflect on their teaching experiences. We operationalize Rodgers’ cycle of reflection to make sense of these changes. Specifically, the study aims to understand how the focal faculty member’s participation in reflection in the context of the FOLC changes over time. Results Analysis via Rodgers’ reflection framework revealed changes in the way Leslie participated in reflection within the context of the FOLC. The faculty participant optimized her teaching practice through iterative cycles of reflection with the FOLC cluster. As a result, she became more satisfied with the curriculum and her implementation over time. Conclusions Faculty encounter challenges when adopting RBISs that must be addressed in real time. Reflection accompanied by ongoing community support via the Next Gen PET FOLC can provide support for changes in practice and increase faculty satisfaction with RBISs. The results contribute to evidence that community building and ongoing support in implementing new curricula is integral to the adaptation process, and FOLCs can provide that support to sustain long-term change. |
| first_indexed | 2024-12-11T08:07:22Z |
| format | Article |
| id | doaj.art-e142b9c8e86b4a178f1695094bc5ad22 |
| institution | Directory Open Access Journal |
| issn | 2196-7822 |
| language | English |
| last_indexed | 2024-12-11T08:07:22Z |
| publishDate | 2020-05-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of STEM Education |
| spelling | doaj.art-e142b9c8e86b4a178f1695094bc5ad222022-12-22T01:14:57ZengSpringerOpenInternational Journal of STEM Education2196-78222020-05-017111510.1186/s40594-020-00221-8Faculty persistence with research-based instructional strategies: a case study of participation in a faculty online learning communityAdriana Corrales0Fred Goldberg1Edward Price2Chandra Turpen3Center for Research in Mathematics and Science Education, San Diego State UniversityCenter for Research in Mathematics and Science Education, San Diego State UniversityDepartment of Physics, California State University San MarcosDepartment of Physics, University of MarylandAbstract Background Incorporating research-based instructional strategies (RBISs) into college classrooms is essential for improving learning outcomes. However, the rate of implementation of new strategies is quite low. The development and dissemination model of introducing faculty to new strategies has shown to be inadequate in encouraging uptake and consistent use of those strategies. This model lacks the ongoing support that has shown to be exceedingly important in the adoption and persistent use of new strategies. In addition, this model ignores the necessity of adaptation of RBISs due to differences in teaching situations including availability of particular resources or different student populations. Faculty online learning communities (FOLCs) are online collaborative faculty groups that provide continued support in order to fill this gap. This case study explores one FOLC member’s adoption of a research-based physical science curriculum as they reflect on their teaching experiences. We operationalize Rodgers’ cycle of reflection to make sense of these changes. Specifically, the study aims to understand how the focal faculty member’s participation in reflection in the context of the FOLC changes over time. Results Analysis via Rodgers’ reflection framework revealed changes in the way Leslie participated in reflection within the context of the FOLC. The faculty participant optimized her teaching practice through iterative cycles of reflection with the FOLC cluster. As a result, she became more satisfied with the curriculum and her implementation over time. Conclusions Faculty encounter challenges when adopting RBISs that must be addressed in real time. Reflection accompanied by ongoing community support via the Next Gen PET FOLC can provide support for changes in practice and increase faculty satisfaction with RBISs. The results contribute to evidence that community building and ongoing support in implementing new curricula is integral to the adaptation process, and FOLCs can provide that support to sustain long-term change.http://link.springer.com/article/10.1186/s40594-020-00221-8Faculty online learning communityReflectionResearch-based instructional strategyFaculty change |
| spellingShingle | Adriana Corrales Fred Goldberg Edward Price Chandra Turpen Faculty persistence with research-based instructional strategies: a case study of participation in a faculty online learning community International Journal of STEM Education Faculty online learning community Reflection Research-based instructional strategy Faculty change |
| title | Faculty persistence with research-based instructional strategies: a case study of participation in a faculty online learning community |
| title_full | Faculty persistence with research-based instructional strategies: a case study of participation in a faculty online learning community |
| title_fullStr | Faculty persistence with research-based instructional strategies: a case study of participation in a faculty online learning community |
| title_full_unstemmed | Faculty persistence with research-based instructional strategies: a case study of participation in a faculty online learning community |
| title_short | Faculty persistence with research-based instructional strategies: a case study of participation in a faculty online learning community |
| title_sort | faculty persistence with research based instructional strategies a case study of participation in a faculty online learning community |
| topic | Faculty online learning community Reflection Research-based instructional strategy Faculty change |
| url | http://link.springer.com/article/10.1186/s40594-020-00221-8 |
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