Examining Our Practice: Engaging in a Faculty Learning Community to Enhance an Online Graduate Program
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| Title: | Examining Our Practice: Engaging in a Faculty Learning Community to Enhance an Online Graduate Program |
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| Language: | English |
| Authors: | Regina Rahimi, Lina B. Soares, Hui Jin |
| Source: | Georgia Educational Researcher. 2025 22(1). |
| Availability: | Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: GEReditor@gmail.com; e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gerjournal/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Communities of Practice, Online Courses, Graduate Study, Educational Improvement, Barriers, Problem Solving, Teacher Collaboration, Faculty Development |
| ISSN: | 2471-0059 |
| Abstract: | This research report details a faculty learning community (FLC) developed by three faculty teaching in a graduate program in a mid-size southern university. The purpose of the research was to engage in the study of best practices for online graduate courses by engaging in collaborative discussions on common texts related to improving the teaching and learning experience. Specifically, the faculty engaged in common readings on "small teaching practices" and reflected on the knowledge gleaned and how it related to current online teaching practices (Darby & Lang, 2019; Lang, 2016). The study further explored how an FLC helped higher education instructors overcome challenges in online instruction. The results from data analysis suggest that the instructors became collaborative problem-solvers, reflective practitioners, and strategists to plan a set of effective course strategies to be implemented in future courses. The results imply that FLCs can be effective, especially when instructors share common program goals to prioritize student learning via improved and effective online teaching and foster a supportive environment. The study serves to contribute to the field of post-secondary education, professional development of faculty, and teaching and learning practices. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481357 |
| Database: | ERIC |
| Abstract: | This research report details a faculty learning community (FLC) developed by three faculty teaching in a graduate program in a mid-size southern university. The purpose of the research was to engage in the study of best practices for online graduate courses by engaging in collaborative discussions on common texts related to improving the teaching and learning experience. Specifically, the faculty engaged in common readings on "small teaching practices" and reflected on the knowledge gleaned and how it related to current online teaching practices (Darby & Lang, 2019; Lang, 2016). The study further explored how an FLC helped higher education instructors overcome challenges in online instruction. The results from data analysis suggest that the instructors became collaborative problem-solvers, reflective practitioners, and strategists to plan a set of effective course strategies to be implemented in future courses. The results imply that FLCs can be effective, especially when instructors share common program goals to prioritize student learning via improved and effective online teaching and foster a supportive environment. The study serves to contribute to the field of post-secondary education, professional development of faculty, and teaching and learning practices. |
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| ISSN: | 2471-0059 |
