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.



中文翻译：

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教师坚持基于研究的教学策略：以参与教师在线学习社区为例

背景
将基于研究的教学策略（RBIS）纳入大学教室对于改善学习成果至关重要。但是，新策略的实施率很低。向教师介绍新策略的发展和传播模型已显示出不足以鼓励采用和持续使用这些策略。这种模式缺乏持续的支持，而这种支持在采用和持续使用新策略中显示出了极其重要的意义。此外，由于教学环境的差异（包括特定资源的可用性或不同的学生群体），该模型忽略了适应RBIS的必要性。教职员工在线学习社区（FOLC）是在线协作教职员工团体，它们提供持续的支持以填补这一空白。本案例研究探讨了一名FOLC成员在反思其教学经验时采用基于研究的物理科学课程的情况。我们运用罗杰斯的反思周期来理解这些变化。具体而言，该研究旨在了解在FOLC的背景下焦点教师的反思参与如何随时间变化。


通过Rodgers的反思框架进行的结果分析揭示了Leslie在FOLC范围内参与反思的方式的变化。参与者通过FOLC群集的反复反射循环优化了她的教学实践。结果，随着时间的推移，她对课程及其实施变得更加满意。

结论
在采用必须实时解决的RBIS时，教师会遇到挑战。通过下一代PET FOLC进行反思并得到社区的持续支持，可以为实践的变化提供支持，并提高教职员工对RBIS的满意度。结果有助于证明社区建设和在实施新课程方面的持续支持是适应过程不可或缺的，而FOLC可以提供这种支持以维持长期变化。