Understanding how facilitators adapt to needs of STEM faculty in online learning communities: a case study.

ABSTRACT:

Background

Faculty Learning Communities (FLCs) and Faculty Online Learning Communities (FOLCs) are ways to support STEM faculty implementing research-based curricula. In these communities, faculty facilitators take on the role of sharing expertise and promoting discussion. However, as members gain more experience, their needs change from addressing logistical to pedagogical issues. Hence, facilitators need to change their practices in response. However, there is little research on the mechanisms of faculty facilitator change. In this article, we provide a case study of a specific STEM FOLC facilitator and demonstrate the usefulness of a teacher change model to investigate facilitator change.

Results

Guided by our adaptation of the Interconnected Model of

SUBMITTER: Martin MM 

PROVIDER: S-EPMC9443628 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature