Abstract
BackgroundAdoption 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.ResultsAnalysis 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.ConclusionsThe 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.
Highlights
STEM discipline-based education researchers have developed many effective, research-based instructional strategies (RBISs) that have been shown to lead to improved student learning outcomes1 (Freeman et al, 2014; Von Korff et al, 2016)
The propagation paradigm emphasizes the need for ongoing support for adopters of RBISs
We investigate the impact of a faculty online learning community (FOLC) as a professional development mechanism for supporting faculty adopting a research-based curriculum
Summary
STEM discipline-based education researchers have developed many effective, research-based instructional strategies (RBISs) that have been shown to lead to improved student learning outcomes (Freeman et al, 2014; Von Korff et al, 2016). The propagation paradigm outlines three aspects of effective propagation plans: interactive development of the innovation, interactive dissemination, and ongoing support for adopters (Henderson et al, 2015; Khatri et al, 2016) In this model, development and dissemination are pieces of a propagation plan, but they are intended to be much more interactive than as enacted in traditional develop and disseminate efforts because the fit of an innovation is a large propagation consideration (Froyd et al, 2017).
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