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 |
|---|---|
| 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 |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1481357 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1481357 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Examining Our Practice: Engaging in a Faculty Learning Community to Enhance an Online Graduate Program – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Regina+Rahimi%22">Regina Rahimi</searchLink><br /><searchLink fieldCode="AR" term="%22Lina+B%2E+Soares%22">Lina B. Soares</searchLink><br /><searchLink fieldCode="AR" term="%22Hui+Jin%22">Hui Jin</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Georgia+Educational+Researcher%22"><i>Georgia Educational Researcher</i></searchLink>. 2025 22(1). – Name: Avail Label: Availability Group: Avail Data: 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/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 29 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2471-0059 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1481357 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1481357 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 29 Subjects: – SubjectFull: College Faculty Type: general – SubjectFull: Communities of Practice Type: general – SubjectFull: Online Courses Type: general – SubjectFull: Graduate Study Type: general – SubjectFull: Educational Improvement Type: general – SubjectFull: Barriers Type: general – SubjectFull: Problem Solving Type: general – SubjectFull: Teacher Collaboration Type: general – SubjectFull: Faculty Development Type: general Titles: – TitleFull: Examining Our Practice: Engaging in a Faculty Learning Community to Enhance an Online Graduate Program Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Regina Rahimi – PersonEntity: Name: NameFull: Lina B. Soares – PersonEntity: Name: NameFull: Hui Jin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-electronic Value: 2471-0059 Numbering: – Type: volume Value: 22 – Type: issue Value: 1 Titles: – TitleFull: Georgia Educational Researcher Type: main |
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